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.

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[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

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ERNA DC Testifies Against Redundant Governance Proposals and for Equitable Education Reforms

Jessica Giles
Executive Director
Education Reform Now Advocacy - DC

Good evening Executive Director Butler, State Board Representatives, Student Representatives, and staff. My name is Jessica Giles. I am a ward 7 resident and the Executive Director of the DC Chapter of Education Reform Now Advocacy (ERNA), an organization advocating for a just and equitable public education system for all students. I am pleased to testify today.

Panel on Education as a Civil Right

“Under Federal law, States and local educational agencies are obligated to provide all children – regardless of immigration status – with equal access to public education at the elementary and secondary level.”[1] This, however, does not guarantee all residents the right to a “quality” education or even a “high-quality” one. (In fact, I’m a long-time DC resident, but I’m originally from South Carolina, and its constitution states that students should only receive a minimally adequate education, which is reprehensible.)

Ensuring students have a civil right to high-quality public schools is an approach worth considering. However, there are some questions that need to be answered to ensure this approach is more than just an aspirational mandate.

First, it would be important to know how the standard of education is defined. In other words, what are high-quality schools? 

• Second, are there going to be penalties that will be associated with D.C. public schools’ failure to provide “high-quality” public schools? If so, what are they? What direct or indirect impact would that have?

• Third, how would this standard and penalties impact our court system, D.C. agencies, and funding for public education as a whole?

Any resolution and forthcoming legislation would need to clearly address all three of these questions. Finally, despite the State Board’s goal to prevent or limit lawsuits challenging the new standard, this type of guaranteed civil right would ultimately be challenged in court.

SR24-25 Establishing the State Board Authority Working Group

I urge the SBOE members to vote “no” on SR24-25, Establishing the State Board Authority Working Group. In February of 2021, the State Board established an ad-hoc Board Governance Committee. For two years, the State Board conducted research and engagement on the issue of state board authority, which included surveys, focus groups, and community feedback. I remember because I provided feedback, encouraged my community to share comments, and also testified on this issue. The State Board then created a report and voted on the Changes to Education Governance in DC at the last public meeting in 2022.[2] Further discussion on this topic is not necessary. We’ve been here before, and it's starting to feel like Groundhog Day. 

In closing, we’ve had major setbacks in academic proficiency because of the pandemic, our city is facing less revenue than we have in the past, and we are going into next year under a new President and Congressional members with zero respect for public education or for individuals that have been historically marginalized. I’d urge the State Board to focus its efforts on ensuring that all public schools provide students with a high-quality education by advancing evidence-based practices that improve student attendance, public school choice, literacy, math, and secondary pathways to college and career. Thanks for allowing me to testify.

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[1] United States Department of Education. Source: https://www.ed.gov/sites/ed/files/policy/rights/guid/unaccompanied-children.pdf

[2] 2022-12-21-SR22-17-SIGNED-Recommendations on Changes to Education Governance in DC.pdf

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DC Council’s Committee of the Whole Hearing on B25-741 “Vocational Education for a New Generation Act of 2024”

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

Bill 25-741, “Vocational Education for a New Generation Act of 2024”

Good morning, Chairman Mendelson, Members, and Staff of the Committee  of the Whole. My name is Jessica Giles. I am a ward seven resident and the Executive Director of the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. At ERNA, we always put the needs of students first and we’re steadfastly focused on advocating for evidence-based strategies that improve student attendance, high-quality public school choice, literacy, math, and secondary pathways to college and career. 

DC must build a system that allows every student the opportunity to receive high-quality, work-based learning opportunities from middle school through high school. Children should have exciting opportunities to explore careers from 10-14 years of age, prepare for careers 14-16 years of age, and launch into careers from 16 years of age onward. We envision an integrated education-employer ecosystem that allows every young person the opportunity to graduate from high school with up to two years of college credit, rewarding career experience, and an industry-valued credential in a pathway of their choosing. 

For FY 2025, we were delighted to see that the Mayor proposed and the DC Council supported significant investments in college and career, 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.[1][2] Additionally, the DC Council invested an additional $150,000 in the Career and Technical Education and Dual Enrollment Reporting and Career Pathways Study Amendment Act of 2024.

Still, we know there are many gaps. Only 18 out of 100 9th-grade cohort students complete a college degree six years after high school[3] and just 18% of DC students in high school, alternative, and adult programs are taking CTE courses.[4] There are also disparities in opportunity depending on the school that a student attends or where they live.[5]

Bill 25-741, the Vocational Education for a New Generation Act of 2024

We want to thank Councilmember Robert White for introducing Bill 25-741, the “Vocational Education for a New Generation Act of 2024.” This bill establishes a local fund for new and expanded CTE and Workforce Ready Programs, allows flexibility for funding to cover essentials like transportation, training, and student wages, and requires student demand assessment and reporting, which are all valuable. 

The DC Council should strengthen the legislation by ensuring:

• Advancing equity: Through the Office of the Deputy Mayor for Education’s study, we learned that three of the four CTE programs leading to lower median salaries are in Wards 7 and 8. DC needs to expand high-quality, high-earning opportunities East of the River so it is convenient for our students and families, and ensure that all of our programs have a focus on serving our marginalized students well. Any expansions should be focused on these student populations.

• Connecting data to our ETE System: The Education to Employment Pathways (ETE) Data System is designed to build a longitudinal picture of how DC residents are served by education and workforce programming throughout their lifetime. The DC Council must continue to connect data to this system, and restore capital budget funding ($2.1M in FY26 and $1.5M in FY27) so that the ETE Data System can build public-facing tools and dashboards. 

• Incentivizing and supporting strong employer engagement: DC should continue to forge strong partnerships with employers to support our economic growth and increase the number of native Washingtonians in our workforce.  With employers at the table driving decision-making, local funding should be used to broaden the diversity of employers, support an effective intermediary, and prioritize those connected to high-demand, high-wage sectors by providing wage offsets in existing long-term internships or apprenticeships or tax credits for hiring apprentices.[6]

Overall, DC Council should require outcomes-based funding for workforce-related programs. In fiscal year 2022, D.C. had 84 workforce-related programs in the District totaling $139 million.[7] It is not clear what the outcomes are for these programs or how DC is measuring quality. The DC Council should require a return on investment analysis so that all funding is going to high-quality programs that yield great outcomes for youth and DC residents.

We urge the DC Council to consider our recommendations to enhance the bill. Thank you for allowing me to testify today and for putting our students first. I am available to answer questions now and in the future.

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

[2] LIMS. B25-0785 - Fiscal Year 2025 Local Budget Act of 2024. Source: https://lims.dccouncil.gov/Legislation/B25-0785

[3] D.C. 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/ .

[4] Office of the Deputy Mayor for Education. 18% of DC Students in High School, Alternative, and Adult Programs are Taking CTE Courses. Sources: https://dme.dc.gov/sites/default/files/dc/sites/dme/page_content/attachments/CTE%20Access%20Brief.pdf 

[5] Ibid

[6] Industry Engagement Incentives. Source: https://excelined.org/wp-content/uploads/2021/02/ExcelinEd.PathwaysMatter.KeyPolicyStateExamples.EmployerEngagement.IndustryEngagement.pdf

[7] DC Workforce Investment Council. Fiscal Year 2022 - Expenditure Guide. Source: https://dcworks.dc.gov/publication/fiscal-year-2022-expenditure-guide 

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/

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)

Jessica Giles’ COW Testimony to DC Council’s Committee of the Whole FY 2025 Budget Oversight Hearing

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

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

• 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. My name is Jessica Giles. I am a ward seven resident and the Executive Director of the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. At ERNA, we always put the needs of students first and we’re steadfastly focused on improving student attendance, literacy, math, and secondary pathways to college and career. I am pleased to provide testimony today.

In a year marked by significant financial constraints, Mayor Bowser’s proposed Fiscal Year 2025 Budget and Fiscal Plan is forward-thinking in public education investments and provides a solid foundation for innovation and future success.

• An increase to the foundation level of per-student funding: This investment of $14,668 per student provides critical funding for all public schools.

• 3.1% increase to the facilities allotment in FY 2025: Supports safe and well-maintained buildings for public charter schools, which do not have access to capital dollars.

• Enhanced At-Risk Weight Funding: Addresses equity head-on through increased support for students designated as “at-risk.”

• Improving Supports for Student Attendance: Provides additional student-first investments, such as:

  • $4.8 million allocation to High-Impact Tutoring, which is proven to boost student attendance and academic success. 

  • $375,000 in “nudge” technology to target text and mail communication to families of students who are chronically absent or truant.

  • $9.7 million investment in safe passage to support students going to and from school and home. 

  • $7 million to increase capacity to serve 500 additional youth through the Department of Human Services Parent and Adolescent Support Services (PASS) program and 180 youth through Alternatives to the Court Experience (ACE) Diversion program. 

• Investments in Secondary College and Career Pathways: These efforts will provide students with greater access to college-level courses and career pathways, bridging the gap between high school and higher education. 

  • $668,000 along with capital funding, to establish the Office of Education through Employment Pathways, which will 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.

  • $1.1 million for the University of the District of Columbia (UDC) to bolster student success and outcomes, along with other key investments. 

Still, there are areas where the budget should further align to solve the District’s academic achievement crisis. For the sake of time, I will focus only on two.

#1 – There is no proposed funding for a statewide strategy for math research and innovation—zero—even though students have experienced the greatest declines in math.  

Why math is important

In DC we are always talking about the many vacancies that exists in various career fields from school-based behavioral health clinicians to nurses, social workers, psychologists, and police – well guess what? All of these professions require strong math skills. Math helps students develop critical thinking skills, expands college and career options, and improves student outcomes later in life. Research says that student need to pass Algebra I by the eighth grade to put them on a trajectory of future postsecondary success.1

DC students need more and different support

Unfortunately, the overwhelming majority of our students need more and different kinds of support. 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.2 

DC parents want to overhaul math education

A recent poll surveying 325 parents of DC Public Schools (DCPS) and DC public charter school students revealed 87% of respondents agree that Mayor Bowser and the DC Council must prioritize investments in improving math education. 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.3 ​​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.4

Here’s how DC Council can help

We urge 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. 

#2 – We are grateful for the $2 million proposed investment, but it does not fully fund the Early Literacy Education Taskforce recommendations. 

Why literacy is important

Yesterday, at the Public Briefing on the Mayor’s Fiscal Year 2025 Proposed Budget and Financial Plan, Mayor Bowser mentioned the progress that DC has made because of the investments in literacy. I can think of no better reason to enhance an investment in this evidence-based approach. Reading is a fundamental skill that all students need in order to succeed in school, life, and career. Every child must read on grade level by third grade regardless of where in the city they live and what school they attend. That is not currently the case and too many students, and adults, struggle to read in the District of Columbia. In the 2022-23 school year, 66% of students did not meet or exceed expectations on the PARCC exam in English Language Arts.5 Further, the Washington Literacy Center recently reported that the literacy rate for DC residents in wards 7 and 8 is alarmingly only 49.8 percent.6 When I say that we have a literacy crisis in DC, I am not exaggerating.

Here’s how DC Council can (continue to) help

Because of the DC Council’s leadership, OSSE convened an Early Literacy Education Task Force last year, which culminated in the production of ahigh-quality report with four over-arching recommendations for expanding science of reading training to all elementary educators.7 Now, these recommendations must be implemented. The Mayor has proposed $2 million to implement high quality instructional materials for teachers based on recommendations from the literacy task force. In this austere budget, I do not take this investment lightly but I also know that it’s not enough. We urge the DC Council to fully fund the implementation of these recommendations. 

In closing, I want to reiterate my gratitude for the investments that have been proposed and to encourage the DC Council to enhance investments in learning acceleration. Namely by establishing a Mathematics Innovation and Research Task Force and fully fund the recommendations of the Early Literacy Education taskforce. In addition, I ask the DC Council during these budget oversight hearings to investigate whether the proposed investments to support attendance are enough to meet the vast need.  Thank you for allowing me to testify today. I am available for any questions you may have.

###

1 Predictors of Postsecondary Success. American Institutes for Resarch. Source: https://ccrscenter.org/sites/default/files/CCRS%20Center_Predictors%20of%20Postsecondary%20Success_final_0.pdf Accessed January 22, 2024.
2 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
3 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/
 4 Ibid.
5 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
6 Reading is Fundamental. East of the River News. Source: https://eastoftheriverdcnews.com/2024/02/13/reading-is-fundamental/
7 OSSE. Recommendations for Structured Literacy Instruction in the District of Columbia. Accessed April 4, 2024. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf

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)

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

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

DC Council’s Committee of the Whole Hearing:

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

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

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

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

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

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

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

###

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

Jessica Giles’ Testimony at Committee of the Whole 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.

###

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.

Jessica Giles’ Testimony at Committee of the Whole

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

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

● Office of the Deputy Mayor for Education
● District of Columbia Public Schools
● Office of the State Superintendent of Education

Good morning, Chairman Mendelson, Members, and Staff of the Committee  of the Whole. My name is Jessica Giles. I am a ward seven resident and the Executive Director of the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. At ERNA, we always put the needs of students first and we’re steadfastly focused on improving student attendance, literacy, math, and secondary pathways to college and career. Because l have limited time, my testimony today will focus on the Office of the State Superintendent of Education (OSSE) and the Office of the Deputy Mayor for Education (DME), and how we can continue to make progress in education in DC, and transform the lives of our students. 

(1) Treat Student Attendance with the Urgency it Deserves

Chronic absenteeism and truancy is the number one issue facing our public education system.1 43% of students were chronically absent in the 2022-2023 school year, and 37% of students were truant (more than 1 and 3 students).2 Why does this matter? If students are not attending school daily or consistently, then they will fall behind in school and could drop out of school altogether. The Criminal Justice Coordinating Council released a report in 2020 that showed educational indicators have the largest magnitude of association with juvenile justice involvement, higher than homelessness and neglect/abuse.3 Youth with an average number of unexcused absences are 3.16 times more likely to become justice system involved than if they had no unexcused absences.4 Unfortunately, there are no magic solutions for addressing our attendance crisis. All of our agencies must play an active role in supporting student attendance. When faced with smaller budgets, schools must keep evidenced-based practices that work in driving student attendance, including nudge communications. I’ll end by asking: who is ultimately responsible for attendance? From my experience, when no one leads, nothing gets done.

(2) Become a Math Hub for Innovation and Research 

Math helps students develop critical thinking skills and opens up career pathways. A student’s ability to pass Algebra I by the eighth grade is an indicator of future postsecondary success.5 However, in the 2022-2023 school year, nearly 8 out of 10 students who took the PARCC assessment in Math did not meet expectations.6 While OSSE’s Division of Teaching and Learning Professional Development offers resources on standards and implementation, assessments, instructional materials, distance learning, and professional development, there is no comprehensive, statewide PreK-8 mathematics strategy. A statewide strategy includes five elements: daily math instruction with high-quality content and instructional materials; support for teachers; assessments and parent notification; interventions; and resources for families and caregivers. The DC Council should pass legislation to establish a Mathematics Innovation and Research Task Force (“Task Force”), as there has been in literacy. As the ESSER cliff approaches and high-impact tutoring funds are spent, there must be a statewide strategy and interventions in place to continue providing support for students who struggle with math. Our civic leader Andre Aina will be testifying later today about the need for this statewide math strategy.

(3) Transform how Literacy is Taught in DC

Every student has a right to read. Reading is a fundamental skill that all students need to succeed in school, life, and career. Children must read on grade level by third grade regardless of where in the city they live and what school they attend. That is not currently the case and too many students and adults struggle to read in the District of Columbia. Last school year, 66.3 percent of students who took the English Language Arts section of the PARCC assessment did not meet expectations.7 

For the last three years, ERNA DC has been advocating for the expansion of science of reading. We have been pleased by the Mayor and OSSE’s tremendous leadership in this area. OSSE has invested $20 million over five years and released a comprehensive literacy plan.8 Additionally, OSSE convened an Early Literacy Education Task Force last year, which culminated in the production of a high-quality report with four over-arching recommendations for expanding science of reading training to all elementary educators.9 Thanks to the leadership of Councilmember Pinto and Chairman Mendelson for funding this task force. Now, these recommendations must be implemented. Recently, we shared a sign-on letter on behalf of literacy advocates urging full investment in the science of reading. We urge the Mayor and DC Council to fully fund the recommendations in the report.

(4) Build Strong, Accessible College and Career Pathways for Students

About half of DC students enroll in college within six months of graduating, but only 8 out of 100 9th-grade cohort students will complete postsecondary education within six years of graduating high school.10 There are many consequences for students not earning a degree or credential that have an impact on their ability to earn a livable wage and the little data we have now indicates that 18 to 34 years of age make half of what transplants do: $31,658 v $58,547.11 To put bluntly, we are doing a great disservice to our students by not adequately preparing them for what comes next. Last November, ERNA’s affiliate organization, Education Reform Now DC, published a report titled, “D.C.’s Quiet Crisis in College Access & Completion,” which included several recommendations DC leaders can take to address these challenges.12 

Rapidly Expand Dual Enrollment and Early College

Dual enrollment is known to lead to greater two-year and four-year college enrollment, degree attainment, and earnings six years after high school, with stronger effects for students who are traditionally underrepresented.13 Despite this fact, only 1,300 students (7%) of D.C. public high school students participated in these opportunities.14 Over the last year or so, the DME convened a dual enrollment working group with education stakeholders to figure out how to equitably scale up dual enrollment opportunities, and the office released a report titled, “Strengthening Student Access and Success in Dual Enrollment in Washington, DC: Report and Recommendations.”15 While OSSE has worked diligently to increase the number of students participating in dual enrollment opportunities over the last few years – this is not enough. We urge OSSE to double the number of dual enrollment seats in fiscal year 2025, enhance the program’s marketing, and collect data on student outcomes. This must include a strategy for expanding in-person cohort-based dual enrollment at local education agencies for students furthest from opportunities. 

Maintain and Build out the Education to Employment Data System

DME officially launched the Education Through Employment Data System recently, which we are very excited about. We appreciate that there is an intention to ground the data in community feedback and cross-partner collaboration. We urge the Mayor and DC Council to maintain an investment in the Education to Employment data system in fiscal year 2025 and beyond, and to include a return-on-investment analysis on current career programming to see what works and what does not.

Implement a Strategy for Incentivizing Employers in High-Wage, High-Demand Career Fields

Lastly, the Deputy Mayor for Education and DC Council must identify incentives for employers to hire DC students, such as establishing a fund for employers in high-demand, high-wage industries to receive support for hiring DC students and removing barriers for them.

In closing, we want to thank Mayor Bowser for a proposed 12.4% increase to the foundation level of the uniform per student funding formula, or $14,668 per student, which includes educator pay. We applaud this investment and hope the DC Council approves it, as well as the charter facilities allotment. Still, we know that local education agencies (LEAs) in both sectors will have to make gut-wrenching decisions about their staffing and funding in FY 2025 due to lower revenue and the approaching ESSER cliff. We look forward to seeing the results of the DC Council-mandated adequacy study and ask the Committee of the Whole to ask for an update on its progress. 

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

###

1 Education Reform Now DC. 12 December 2023. ERN DC Testimony on Chronic Absenteeism & Truancy. Source: https://edreformnow.org/2023/12/13/ern-dc-testimony-on-chronic-absenteeism-truancy/
2 District of Columbia Attendance Report 2022-23 School Year. 30 November 2023. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
3 Criminal Justice Coordinating Council. November 2020. A Study of the Root Causes of Juvenile Justice System Involvement. Source: https://cjcc.dc.gov/sites/default/files/dc/sites/cjcc/CJCC%20Root%20Cause%20Analysis%20Report_Compressed.pdf
4 Ibid
5 Predictors of Postsecondary Success. American Institutes for Resarch. Source: https://ccrscenter.org/sites/default/files/CCRS%20Center_Predictors%20of%20Postsecondary%20Success_final_0.pdf Accessed January 22, 2024.
6 OSSE. School year 2021-22 PARCC assessment results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2021-22%20District%20of%20Columbia%20Statewide%20Assessment%20Results%20Presentation.pdf
7 Ibid. School year 2021-22 PARCC assessment results.
8 Office of the State Superintendent of Education. District of Columbia Literacy Plan. December 2021. https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/CLP2021_Booklet2021_DecUpdate.pdf
9 Office of the State Superintendent of Education. Recommendations for Structured Literacy Instruction in the District of Columbia. September 2023. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf
10 DC Policy Center. Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 2021-22. D.C. Policy Center, 15 March 2023, www.dcpolicycenter.org/publications/schools-21-22/.
11 DC Policy Center. Coffin, Chelsea and Julie Rubin. Measuring Early Career Outcomes in D.C. Policy Center, 17 Nov. 2021, www.dcpolicycenter.org/publications/measuring-outcomes/.
12 Education Reform Now DC. “D.C.’s Quiet Crisis in College Access & Completion.” 1 November 2023. Source: https://edreformnow.org/2023/11/01/new-report-highlights-d-c-s-quiet-crisis-in-college-access-completion/
13 College in High School Alliance. “Evidence of Success.” Source: collegeinhighschool.org/what-we-do/evidence-of-success/
14 Office of the Deputy Mayor for Education. “Strengthening Student Access and Success in Dual Enrollment in Washington, DC: Report and Recommendations.” 11 December 2023. Source: https://dme.dc.gov/sites/default/files/dc/sites/dme/publication/attachments/Strengthening%20DC%20Student%20Access%20and%20Success%20in%20Dual%20Enrollment_0.pdf
15 iBid.