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.

Andre Aina’s Testimony to the DC State Board of Education on Statewide Math Education and AI Integration

Andre Aina, CEO
Third Eye Education Analytics 

Testimony to the DC State Board of Education on Statewide Math Education and AI Integration

Good afternoon, distinguished members of the DC State Board of Education. I’m Andre Aina, CEO of Third Eye Education Analytics. I’m here today, in collaboration with Education Reform Now Advocacy DC (ERNA DC), to speak to you about our commitment to improving student achievement in math education and the responsible use of AI to support our teachers and students. 

Third Eye Education Analytics uses modern data analytics to provide schools and educators with effective tools for tracking and supporting student achievement. I personally have a decade of direct experience working with students in mathematics education across many domains—special education, general education, and Response to Intervention (RTI). I am committed to improving DC students’ learning experiences. 

Through our collaboration, ERNA DC and Third Eye have underscored several key insights that have helped shape this testimony, highlighting the imperative to enhance our approach to math education. 

• A statewide approach to improving literacy in DC has shown much promise, but we have yet to implement a systematic statewide plan for PreK-8 mathematics. 

• Federal education money from the epidemic (also known as the Elementary and Secondary School Emergency Relief (ESSER) grant) that supported High-Impact Tutoring and other evidence-based programs is nearing an end; therefore, we must implement effective solutions to continue supporting students. 

• There is a noticeable dip in math achievement among students in DC. Last year, 78% of DC public school students did not meet expectations in math. This isn’t just about missed lessons; it’s a red flag for their future. 

• As the temporary financial aid from the pandemic begins to fade, establishing a Mathematics Support Fund is imperative to ensuring our strides in math education are sustained for generations to come. 

This situation calls for an innovative, tech-driven strategy to rejuvenate math learning, making it not only more engaging but also tailored to meet every student’s individual needs. 

A Statewide Math Strategy 

A statewide strategy begins with forming a Mathematics Innovation and Research Task Force to oversee improvements in math education. It could then consist of these five components: daily math instruction with high-quality content and instructional materials; teacher assistance; evaluations and parental communication; interventions; and services for families and caregivers. 

This starts with creating a comprehensive district-wide pre-K through 8th-grade mathematics strategy. This strategy provides teachers with support, resources, and professional development in mathematics. We should implement screeners and assessments paired with parental notifications that communicate students’ progress in mathematics to their families. 

Develop and deploy interventions for students who are struggling with math, and generate resources for families and caregivers to support math learning at home. Create a Mathematics Support Fund to administer grants for math education enhancement. 

Third Eye Pilot Program 

During Third Eye Education’s pilot program this past summer, we partnered with a non-profit organization to provide their summer enrichment program with our digital learning services. While maintaining data privacy, we used AI to analyze a student’s past performance with current math and reading diagnostics. This helped us create personalized learning paths in reading and mathematics. 

AI was a major help when it came to differentiating the content that we produced for students. Once our instructional designer and I created the content for a specific common core reading or math standard, we were able to produce more versions of this content at different levels with the use of AI. This helps us tailor instruction to the right access point, which is also known as the zone of proximal development. 

We have also used AI to analyze a vast amount of curriculum information and assessment data to provide us with insights into trends across groups of students and individual student needs, helping them to tailor their instruction more effectively. It also assists in automating specific administrative tasks, like producing progress reports for families based on student metrics. In the classroom setting, AI could allow a teacher more time to focus on teaching. 

A Statewide AI Strategy 

We believe that the district should create an AI Task Force to craft strategies for effectively incorporating AI as a learning tool and subject of study. 

The findings of this task force can help schools comprehensively prepare to fully leverage AI’s potential while safeguarding against its associated risks and ethical implications. This preparation involves several key measures: 

Educational Policy and Framework Development: Establishing clear guidelines and policies that dictate the ethical use of AI in educational contexts and ensuring that AI tools are used to complement rather than replace the human elements of teaching and learning.

Teacher Training and Professional Development: Equipping educators with the necessary skills and knowledge to effectively integrate AI tools into their teaching practices. Teachers should be prepared to teach students about the ethical use of AI, including understanding the limitations of AI-generated content and the importance of academic integrity. 

Collaborative Research and Development: Creation of an encouraging collaboration between educators, AI researchers, and technology developers to create AI solutions that are pedagogically sound and aligned with educational goals. This collaborative approach can lead to the development of AI tools that are not only technologically advanced but also deeply rooted in educational best practices. 

Closing 

In closing, I implore you to support our call to action—a call to not only mend the gaps created by the pandemic but to leap forward into a future where every student is equipped to thrive in a global marketplace. 

Thank you for the privilege of presenting this testimony. I stand ready, alongside ERNA DC and the broader education community, to support this monumental shift towards a brighter, more equitable future for our students.

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

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

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

• University of the District of Columbia

• District of Columbia Public Charter School Board

• State Board of Education

• Office of the Student Advocate

• Office of the Ombudsman for Public Education

• District of Columbia State Athletic Association

Good morning, Chairman Mendelson, Members, and Staff of the Committee  of the Whole. My name is Jessica Giles. I am a ward seven resident and the Executive Director of the D.C. Chapter of Education Reform Now Advocacy, an organization fighting for a just and equitable public education system for all students. We’re focused on improving student attendance, literacy, math, and secondary pathways to college and career. With low student outcomes in each of these areas, I urge the Committee of the Whole to review how each of these agencies is assisting with improvement. With limited time today, I will focus my testimony on the University of the District of Columbia (UDC). 

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

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

To strengthen its services, UDC must do the following: 

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

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

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

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

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

• Provide free corequisite courses with wraparound support.

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

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

Additionally, UDC should expand its dual enrollment partnership with the city. Although dual enrollment is known to lead to greater two-year and four-year college enrollment, degree attainment, and earnings six years after high school, with stronger effects for students who are traditionally underrepresented,5 only 1,300 students (7%) of D.C. public high school students participated.6 According to UDC’s performance oversight responses, the University is working to “expand the early college program at Anacostia High School”  with a Spring 2024 cohort of 20 students. How many students are currently taking advantage of dual enrollment opportunities with the University? Is the Early College program at Anacostia on track to meeting its goal this spring? 

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

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

###

1 Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 2021-22. D.C. Policy Center, 15 March 2023, www.dcpolicycenter.org/publications/schools-21-22/.
2 Coffin, Chelsea and Julie Rubin. Measuring Early Career Outcomes in D.C. Policy Center, 17 Nov. 2021, www.dcpolicycenter.org/publications/measuring-outcomes/.
3 Education Reform Now DC. “D.C.’s Quiet Crisis in College Access & Completion.” 1 November 2023. Source: https://edreformnow.org/2023/11/01/new-report-highlights-d-c-s-quiet-crisis-in-college-access-completion/
4  University of the District of Columbia. “2024 UDC Performance Oversight Hearing Responses.” 22 February 2024. Source: https://lims.dccouncil.gov/Hearings/hearings/242
5 College in High School Alliance. “Evidence of Success.” Source: collegeinhighschool.org/what-we-do/evidence-of-success/.
6 Office of the Deputy Mayor for Education. “Strengthening Student Access and Success in Dual Enrollment in Washington, DC: Report and Recommendations.” 11 December 2023. Source: https://dme.dc.gov/sites/default/files/dc/sites/dme/publication/attachments/Strengthening%20DC%20Student%20Access%20and%20Success%20in%20Dual%20Enrollment_0.pdf
7 The Teacher Preparation Emergency Amendment Act of 2021 “requires OSSE to establish, in collaboration with UDC, District university grantees, and the District’s LEAs, a dual pathway “Grow Your Own” Teacher Preparation Support Program for the purpose of educating, training, and providing financial support to public high school dual enrollment students, public high school graduates, and paraprofessionals to become licensed teachers at DCPS schools or certified teachers at District public charter schools.” Source: 2024 UDC Performance Oversight Hearing Responses https://lims.dccouncil.gov/Hearings/hearings/242

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

DC State Board of Education
Public Meeting

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

Good evening DC State Board of Education Representatives, Executive Director Butler, and staff; my name is Jessica Giles. I am a Ward seven resident and the Executive Director of the DC Chapter of Education Reform Now Advocacy, an organization fighting for a just and equitable public education system for all students in Washington, DC. I am pleased to provide testimony this evening. 

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

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

Fiscal Year (FY) 2025 Budget Priorities

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

Our FY 2025 budget recommendations are the following:

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

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

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

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

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

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

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

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

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

###

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

Minetre Martin’s Testimony on DBH Performance Oversight

DC Council, Committee on Health
Department of Behavioral Health
Performance Oversight Hearing

Minetre Martin
Organizing Manager
Education Reform Now Advocacy DC 

Chairperson Christina Henderson and Committee on Health Members,

My name is Minetre Martin, and I come before you today not only in my capacity as Organizing Manager for Education Reform Now Advocacy DC (ERNA DC), an organization that advocates for a just and equitable public education system for all students in Washington, DC but also as a former teacher who has navigated the front lines of school-based behavioral health. My experiences within our city’s classrooms have granted me a unique vantage point on the School-Based Behavioral Health Program (SBBH) and its impact on our youth.

Drawing from my tenure as a teacher and the collective expertise of the Strengthening Families Through Behavioral Health coalition, I have seen the intent of SBBH firsthand, which is to remove barriers to mental health resources. When fully operational, its impact is transformative. Yet, the reality that many current educators, social workers, and I have observed is one of resource disparity, where the potential for positive change is compromised by insufficient support, leaving our foundational objectives unmet.

I recall a first-grader, usually filled with curiosity, left silent by the chaos of their home life. Despite their need for Tier 3 interventions, they could only access the general support I could provide within my Tier 1 whole group capacity because the clinicians lacked the hours to deliver services to students who did not have IEPs or 504s. There are various stories of students not having access to clinicians at school, and with students in the District reporting many mental health issues, adequate behavioral health support in schools is vital for addressing these widespread mental health challenges.1

SBBH serves students across 254 District schools, but only 68% have a full-time clinician on average, leaving 32% understaffed generally. 2 Last year, this gap affected over 25,000 students and overburdened educators with untrained mental health responsibilities, hindering their educational roles.3

The Department of Behavioral Health (DBH) must do the following through the lens of those who serve our students every day:

1. Enhance Training and Support for Classroom Staff: Allocate $2.4 million to the SBBH program to pilot the addition of non-clinical staff positions to SBBH teams and train teachers and staff, enhancing social-emotional learning, especially for schools without full clinical teams.4

2. Streamline the Multi-Tier System of Supports (MTSS): Develop a clear, efficient transition plan within MTSS, ensuring fluid movement through different levels of support, regardless of clinician staffing levels.

3. Provide compensation and develop guidance for the SBBH Coordinator role: So that every school’s coordinator is equipped to effectively connect staff, students, and families with school behavioral health resources, at least $381,000 is needed.5

4. Increase Transparency and Outreach: Enhance SBBH service communication to families and students, and establish clear protocols for schools with unstaffed clinicians to sustain student support and engagement in SBBH services.

5. Facilitate Inclusive District-Wide Strategic Planning for Behavioral Health: Ensure the plan includes diverse community voices: families, students, educators, clinicians, CBOs, and healthcare providers.

6. Sustain compensation for SBBH’s community-based clinicians Adjust for inflation to maintain clinicians in DC public schools; $98,465 6 per clinician across 254 schools, totaling at least $25 million for CBO grants.7

Thank you for your consideration and unwavering commitment to our youth’s health and well-being. I welcome any questions you may have.

###

1 Metz, R. (2023, August 21). DC Must Continue Tackling the Youth Mental Health Crisis. https://www.wearedcaction.org/blog/dc-must-continue-tackling-youth-mental-health-crisis
2DBH Coordinating Council on School Behavioral Health slides, presented January 16, 2024
3Data source: FY 23 Oversight Question 67 Attachment 1 of 6 List of Schools with DBH CBO or both.xlsxI.The number of students attending schools without clinical support was determined by summing the reported student enrollments from schools lacking a clinician using My School DC, totaling over 25,000 students.
4Base salary of $52,672 based on bottom 10th percentile of salaries for bachelor-level Health Educators in DC (data from Salary.com as of November 13, 2023). Fringe and overhead calculated at 25% ($13,168 for each). Supervision cost is calculated based on a supervisor’s salary of $80,766 (bottom 25th percentile of salaries in DC from Salary.com as of November 13, 2023) plus 25% each fringe and overhead, shared between six supervisors. An inflationary adjustment of 4.5% for SY 2024 is based on the most recent 2023Q2 Medicare Economic Index (Forecast, Productivity Adjusted). Together, these costs total $103,663 per professional per school.
5 As a reference point, DC Public Schools pays $1,500 to schools’ “wellness champions” who perform additional duties that are comparable to the SBBH Coordinator role. At this level for all 254 Coordinators, an investment of at least $381,000 is required.
6 Base salary for clinicians of $74,033 is based on the bottom 10th percentile of salaries in DC (data from Salary.com as of November 13, 2023). Fringe and overhead calculated at 25% ($18,508 for each). Supervision cost is calculated based on a supervisor’s salary of $80,766 (bottom 25th percentile of salaries in DC from Salary.com as of November 13, 2023) plus 25% each fringe and overhead, shared between six clinicians. An estimated average of insurance billing revenue for each clinician is about $37,016. An inflationary adjustment of 4.5% for SY 2024 is based on the most recent 2023Q2 Medicare Economic Index (Forecast,Productivity Adjusted).
7 The grant amount for Community-Based Organization (CBO) clinicians in previous fiscal years comprised a combination of vacancy savings, American Rescue Plan ACT (ARPA) funds, and a consistently low base salary, cumulatively amounting to $99,371.9. With the expiration of ARPA funds, an adjustment in the base salary is necessary to offset the loss of these and other one-time funds. For Fiscal Year 2025, the proposed grant amount per CBO clinician is set at $98,465. This figure includes a base salary of $74,033, along with additional costs for fringe benefits, overhead, and supervision. Adjusting the base salary is critical for ensuring financial stability for both clinicians and CBOs, which is fundamental for enhancing retention and recruitment. The total expenditure to implement this adjustment across all 254 schools involved in the program is estimated at $25,010,110.

DC State Board of Education Panel on Chronic Absenteeism & Truancy

DC State Board of Education
Panel on Chronic Absenteeism & Truancy

Minetre Martin
Organizing Manager
Education Reform Now Advocacy DC

Good evening, D.C. State Board of Education (SBOE) representatives! My name is Minetre Martin. I am a Ward 4 resident, former teacher, and Organizing Manager for Education Reform Now Advocacy DC. (“ERNA DC”). ERNA D.C. is fighting for a just and equitable public education system for all students. Today, I urge the SBOE to urgently address chronic absenteeism and truancy by advocating for the following:

1. Expanding Home Visiting Services

2. Strengthening Family and Community Engagement with Sustained Support for Everyday Labs Nudge Intervention

3. Prioritizing Student Support: Stabilize School Health Funding and Expand Safe Passage

4. Enhanced Oversight for Government Agencies

Chronic absenteeism in DC remains a pressing issue, with 43% of students chronically absent in the 2022-2023 school year1 – one of the highest rates in the country.2 This challenge disproportionately affects high school students, students designated as at-risk, and students of color.3

So, how do we address chronic absenteeism and truancy? We need targeted actions that acknowledge the complexities of this issue:

1. Expand Home Visiting Services

Recently, when interviewed by NBC4 about missed school days in the first semester, a student casually remarked “Eight days is not a lot…”4 However, we know that 10 or more excused or unexcused school days missed in a year is considered chronically absent, and truancy is 10 or more unexcused school days. This remark reflects a much larger problem in the District of Columbia – a general lack of awareness among our community about the gravity of missing school. In a follow-up question about who talked to her about improving her attendance, she referenced her teacher, which highlights the impact of individual attention and relationship-building.

Drawing from my experience as a former teacher, I have seen firsthand how building rapport with students through home visits can significantly improve their attendance. When I was compensated for these visits, it allowed me to visit every student at home before school began and led to a well-maintained attendance rate of 95-98%, throughout my 5-year teaching career, a success that continued even during the transition to virtual learning. I wonder what impact we can make if we fully fund initiatives such as this.

DCPS’ initiative in 2021, where educators met over 3,000 families through home and community visits across 31 schools, was a commendable step.5 However, considering that DCPS served over 50,000 students in the 2021-2022 school year, this effort, while significant, touches only a fraction of the families. It highlights a gap that we must bridge to tackle chronic absenteeism across the district effectively.

However, we still need a comprehensive approach that includes but is not limited to funding home visit initiatives. Which brings me to my next 3 points.

2. Strengthen Family and Community Engagement with Sustained Support for Everyday Labs Nudge Interventions

Nearly 16% of families who received ‘nudge’ text and mail communications about their students’ attendance record were no longer chronically absent, showing the power of personalized communication. 6 However, while 58% of all students improved their attendance, the intervention is less likely to be effective for high school students. By continuing to invest and expand these data-driven tools, we can ensure robust oversight for accuracy of data collection and address gaps in chronic truancy.

3. Prioritize Student Support: Stabilize School Based Behavioral Health Funding and Expand Safe Passage

With 10% of D.C. youth experiencing anxiety and depression, every school needs at least one clinician backed by stable funding. 7 Additionally, expanding Safe Passage initiatives addresses safety concerns, as highlighted by a DCPS student, and is crucial for reducing absenteeism.8

4. Enhanced Oversight for Government Agencies

Finally, there is a need for better oversight of government agencies involved in student welfare, including understanding how local education agencies (LEAs) refer students to the Child Family Services Agency (CFSA) and Family Court Social Services Division (FCSSD). This oversight can ensure that LEAs are engaging in Student Support Team (SST)/Student Attendance Conferences (SAC) and are making timely and thorough referrals to CFSA and FCSSD and that these agencies are providing effective and efficient support services.

We have the knowledge, the data, and the community’s input. Now, we need decisive action to ensure every student in DC has the opportunity to succeed, starting with being present in school.

Lastly, since the SBOE led the charge in getting rid of the 80/20 rule, I would ask that your agency look into the impact of this policy change on attendance in the District.

Thank you for holding a public meeting on this issue.

###

1 Office of the State Superintendent of Education. (2023). 2022-23 Attendance Report. Source.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
2 FutureEd. (n.d.). Tracking State Trends in Chronic Absenteeism. Retrieved from https://www.future-ed.org/tracking-state-trends-in-chronic-absenteeism/
3 Office of the State Superintendent of Education. (2023). 2022-23 Attendance Report. Source.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
4 Oberg, T. (2023, October 26). 4 in 10 DC students are chronically truant, report says. NBC Washington. https://www.youtube.com/watch?v=-3ZYriPhIPk
5 District of Columbia Public Schools. (Year). Public Oversight Hearing on “Attendance, Chronic Absenteeism, and Truancy in the District”. Retrieved from
https://dcps.dc.gov/sites/default/files/dc/sites/dcps/release_content/attachments/Public%20Oversight%20Hearing%20on%20%E2%80%9CAttendance%2C%20Chronic%20Absenteeism%2C%20and%20Truancy%20in%20the%20District.pdf
6 District of Columbia Office of the Deputy Mayor for Education. (2023). EdSight on EveryDay Labs. Retrieved from https://dme.dc.gov/sites/default/files/dc/sites/dme/page_content/attachments/EdSight%20on%20EveryDay%20Labs%20%28v6%29.pdf
7 Mental Health America. (2023). Mental Health America Youth Data. Retrieved from https://mhanational.org/issues/2023/mental-health-america-youth-data#three
8 Oberg, T. (2023, October 26). 4 in 10 DC students are chronically truant, report says. NBC Washington. https://www.youtube.com/watch?v=-3ZYriPhIPk

ERN Affiliate ERNA DC Provides Written Testimony on Chronic Absenteeism & Truancy

Chronic Absenteeism & Truancy

Minetre Martin
Organizing Manager
Education Reform Now DC

Good morning Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward four resident, former teacher and literacy tutor, and an Organizing Manager for Education Reform Now DC. (“ERN DC”). ERN D.C. is a non-profit organization fighting for a just and equitable public education system for all students. Today, I urge the DC Council to urgently address chronic absenteeism and truancy by doing the following:

1. Expanding Home Visiting Services

2. Strengthening Family and Community Engagement with Sustained Support for Everyday Labs Nudge Intervention

2. Prioritizing Student Support: Stabilize School Health Funding and Expand Safe Passage

3. Enhancing Oversight for Government Agencies

Chronic absenteeism in DC remains a pressing issue, with 43% of students chronically absent in the 2022-2023 school year 1 – one of the highest rates in the country. 2 This challenge disproportionately affects high school students, students designated as at-risk, and students of color. 3

So, how do we address chronic absenteeism and truancy? We need targeted actions that acknowledge the complexities of this issue:

1. Expand Home Visiting Services

Recently, when interviewed by NBC4 about missed school days in the first semester, a student casually remarked “Eight days is not a lot…” 4 However, we know that 10 or more excused or unexcused school days missed in a year is considered chronically absent, and truancy is 10 or more unexcused school days. This half-hearted remark reflects a much larger problem in the District of Columbia – a general lack of awareness among our community about the gravity of missing school. In a follow-up question about who talked to her about improving her attendance, she referenced her teacher, which highlights the impact of individual attention and relationship-building.

Drawing from my experience as a former teacher, I have seen firsthand how building rapport with students through home visits can significantly improve their attendance. When I was compensated for these visits, it allowed me to visit every student at home before school began and led to a well-maintained attendance rate of 95-98%, throughout my 5-year teaching career, a success that continued even during the transition to virtual learning. I wonder what impact we can make if we fully fund initiatives such as this.

DCPS’ initiative in 2021, where educators met over 3,000 families through home and community visits across 31 schools, was a commendable step. 5 However, considering that DCPS served over 50,000 students in the 2021-2022 school year, this effort, while significant, touches only a fraction of the families. It highlights a gap that we must bridge to tackle chronic absenteeism across the district effectively.

However, we still need a comprehensive approach that includes but is not limited to funding home visit initiatives. Which brings me to my next point.

2. Strengthen Family and Community Engagement with Sustained Support for Everyday Labs Nudge Interventions

Nearly 16% of families who received ‘nudge’ text and mail communications about their students’ attendance record were no longer chronically absent, showing the power of personalized communication. 6 However, while 58% of all students improved their attendance, the intervention is less likely to be effective for high school students. By continuing to invest and expand these data-driven tools, we can ensure robust oversight for accuracy of data collection and address gaps in chronic truancy.

3. Prioritize Student Support: Stabilize School School Based Behavioral Health Funding and Expand Safe Passage

With 10% of D.C. youth experiencing anxiety and depression, every school needs at least one clinician backed by stable funding. 7 Additionally, expanding Safe Passage initiatives addresses safety concerns, as highlighted by a DCPS student, and is crucial for reducing absenteeism. 8

4. Enhance Oversight for Government Agencies

Finally, there is a need for better oversight of government agencies involved in student welfare, including understanding how local education agencies (LEAs) refer students to the Child Family Services Agency and Family Court Social Services Division. This oversight can ensure that LEAs are engaging in Student Support Team (SST)/Student Attendance Conferences (SAC) and are making timely and thorough referrals to CFSA and FCSSD and that these agencies are providing effective and efficient support services.

We have the knowledge, the data, and the community’s input. Now, we need decisive action to ensure every student in DC has the opportunity to succeed, starting with being present in school.

Thank you for your time and consideration.

###

1 Office of the State Superintendent of Education. (2023). 2022-23 Attendance Report. Source.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
2 FutureEd. (n.d.). Tracking State Trends in Chronic Absenteeism. Retrieved from https://www.future-ed.org/tracking-state-trends-in-chronic-absenteeism/
3 Office of the State Superintendent of Education. (2023). 2022-23 Attendance Report. Source.
https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
4 Oberg, T. (2023, October 26). 4 in 10 DC students are chronically truant, report says. NBC Washington. https://www.youtube.com/watch?v=-3ZYriPhIPk
5 District of Columbia Public Schools. (Year). Public Oversight Hearing on “Attendance, Chronic Absenteeism, and Truancy in the District”. Retrieved from
https://dcps.dc.gov/sites/default/files/dc/sites/dcps/release_content/attachments/Public%20Oversight%20Hearing%20on%20%E2%80%9CAttendance%2C%20Chronic%20Absenteeism%2C%20and%20Truancy%20in%20the%20District.pdf
6 District of Columbia Office of the Deputy Mayor for Education. (2023). EdSight on EveryDay Labs. Retrieved from https://dme.dc.gov/sites/default/files/dc/sites/dme/page_content/attachments/EdSight%20on%20EveryDay%20Labs%20%28v6%29.pdf
7 Mental Health America. (2023). Mental Health America Youth Data. Retrieved from https://mhanational.org/issues/2023/mental-health-america-youth-data#three
8 Oberg, T. (2023, October 26). 4 in 10 DC students are chronically truant, report says. NBC Washington. https://www.youtube.com/watch?v=-3ZYriPhIPk

Giles’ Testimony on Academic Achievement

D.C. Council’s Committee of the Whole Public Roundtable on:

Academic Achievement in the District of Columbia

Jessica Giles
Executive Director
Education Reform Now Advocacy

Good afternoon, Chairman Mendelson, members, and staff of the Committee of the Whole; my name is Jessica Giles. I am a ward seven resident and the Executive Director of the DC Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all DC students. I am pleased to testify at the Committee of the Whole’s hearing on Academic Achievement in the District.

The road to academic recovery remains long. DC students are navigating many different challenges: public safety concerns and declines in mental health and well-being, extremely high rates of chronic absenteeism and truancy, and low math and reading proficiency. Consequently, fewer students are enrolling in postsecondary education and completing.

Public safety concerns and declines in mental health and well-being

DC has gone backward on public safety. Schools went from COVID-19 shutdowns to shooting investigation lockdowns. Students are getting robbed on their way to school and SAT prep. Bullets are being sprayed throughout our neighborhoods. Multiple studies and anecdotal evidence reveal that students across the nation and  in DC Public Schools and public charter schools are suffering from declines in mental well-being made worse by the pandemic. For example, the 2021 Youth Risk Behavior Study revealed that 35% of D.C. students reported feeling so sad or hopeless for as long as two weeks that they stopped doing some usual activities, up from 31% in 2019. 1 This rate is 67.6% for transgender students. 2 Additionally, EmpowerK12’s Student and Educator Wellbeing Survey in 2022 found that roughly 1 in 10 elementary school students experienced a significant well- being challenge during the fall term of the 2021-2022 school year. 3 In middle school, the rate was higher – one in eight students. DC Council must continue making critical investments in youth’s behavioral health – and increase the reach and efficacy of the school-based behavioral health program. Every school should have at least one clinician but I am hearing from schools that they have not received one or they get one late into the school year.

Extremely high rates of chronic absenteeism and truancy

While DC’s chronic absenteeism and truancy rates have declined, it is still unacceptedly high. In the 2022-2023 school year, DC’s chronic absenteeism rate fell from 48% to 43% and truancy fell from 42% to 37%. 4 Notably, high school students had very high rates of chronic absenteeism and truancy at 60% and 47% respectively, and 9th graders had profound rates of chronic absenteeism. 5 Additionally, Black and Latino students were much more likely to have high chronic truancy rates than Asian and White students. DC Council must ensure there is an immediate, whole government response to chronic absenteeism and truancy and analyze best practices from schools who’ve made improvements in student attendance post-pandemic.

Low proficiency in math and reading

Overall, math and reading proficiency continues to be low. This is undoubtedly connected to the high chronic absenteeism and truancy rates. Namely, the percentage of students who met or exceeded expectations on the Partnership for Assessment of Readiness for College and Careers (PARCC) has not yet risen to pre-pandemic levels. Only 37.0% of students met or exceeded expectations in English Language Arts (ELA) in school year 2018-2019, 30.8% in school year 2021-2022, and 33.7% in school year 2022-2023. In Math, only 31.0% of students met or exceeded expectations in school year 2018-2019, 19.5% in school year 2021-2022, and 21.8% in school year 2022-2023. Opportunity gaps persist and even widened between White students and Black and Latino students. Economically disadvantaged students, those with disabilities and English learners continue to score the lowest of every student group.

To address low academic achievement, OSSE and LEAs have committed to using evidenced-based practices such as High Impact Tutoring 6 to combat learning loss and structured literacy training for elementary school educators. As DC Council considers how to bolster academic achievement for students, it should fund the Early Literacy Taskforce recommendations and examine support for educators to enhance the teaching of math.7

More students are graduating high school, but fewer are enrolling into postsecondary education and completing

DC’s graduation rate continues to rise yearly though the percentage of students enrolling into and completing postsecondary education has declined. The four-year high school graduation rate increased from 68% in the school year 2018-2019 (pre-pandemic) to 75% in 2021-2022 (post-pandemic) to 76% in the school year 2022-2023. While all student groups experienced overall increases in graduation rate, opportunity gaps remained evident. Of note, the four-year graduation rate for male students continued to lag behind female student graduation rate by 12 percentage points.

The percentage of graduates from the classes of 2020 and 2021 who enrolled in a postsecondary degree-granting institution within six months dropped from 53% to 51%, respectively. 8 Postsecondary enrollment decreased most for Black high school graduates, from 52% to 49%. Latino students’ enrollment within six months of graduation decreased slightly, from 44% to 43%. However, White students went to college at higher rates, from 72% to 76%. Other subgroups experienced increased college enrollment during the same timeframe; however, rates remained problematically low. Students with disabilities increased their college-going from 27% to 35%, and English learners from 31% to 33%. College enrollment for students designated as “at-risk” stayed the same at 38%.

Postsecondary completion rates also decreased. In 2020, 14 out of a 9th-grade cohort of 100 students were expected to complete a postsecondary degree within six years. In 2021, only eight were.9

To be clear: DC voters are deeply concerned about our students’ future. Recently, we launched our advocacy campaign: Breaking Barriers for Black & Latino Youth From High School to Career. This campaign is focused on urging a change in policy and practice to directly address the fact that so few students obtain a college degree even though 58% of jobs require one. So far this year, we have knocked on more than 800 doors East of the River. Voters have shared with us their top issues: Education, Public Safety, more school funding, and expanding extracurricular activities. A total of 208 people 10 have signed our petition so far urging the Mayor and DC Council to take action to ensure that Black and Latino students’ academic experience includes meaningful college and career opportunities through the expansion of dual enrollment and early college, pathways to high-wage careers, and reforms to the college admissions process. We look forward to speaking with more voters to elevate this issues.

In closing, the DC Council can support academic achievement by:

● Making critical investments in children’s behavioral health – and increase the reach and efficacy of the school-based behavioral health program.
● Ensuring there is an immediate, whole government response to chronic absenteeism and truancy and analyze best practices from schools who’ve made improvements in student attendance post-pandemic.
● Funding the Early Literacy Taskforce recommendations and examine support for educators to enhance the teaching of math.
● Ensuring that Black and Latino students’ academic experience includes meaningful college and career opportunities through the expansion of dual enrollment and early college, pathways to high-wage careers, and reforms to the college admissions process.

Thank you for allowing me to testify at this hearing. I am available for any questions you may have.

###

1 OSSE. 2021 DC Behavioral Health Academic Achievement Report. 2 Nov. 2023. osse.dc.gov/node/1689511. Accessed 6 Dec. 2023.
2Ibid.
3 EmpowerK12. Wellbeing Survey. May 2022. http://www.empowerk12.org/research-source/wellbeing-survey. Accessed 6 Dec. 2023.
4 OSSE. District of Columbia Attendance Report 2022-23 School Year.
osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf. Accessed 6. Dec. 2023.
5 OSSE. District of Columbia Attendance Report 2022-23 School Year. osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf. Accessed 6. Dec. 2023.
6 OSSE. High-Impact Tutoring Report: Fiscal Year 2023. 21 Aug. 23. osse.dc.gov/page/high-impact-tutoring-hit-initiative. Accessed 6 Dec. 2023.
7 OSSE. Recommendations for Structured Literacy Instruction in the District of Columbia. 3 Oct. 23. osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf. Accessed 6 Dec. 2023.
8 The data in this paragraph was included on the prior version of the DC School Report Card (accessed November 1, 2023). The new school report card does not show this information, which is something that OSSE should address.
9 Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 14 2021-22. D.C. Policy Center, 15 March 2023, dcpolicycenter.org/publications/schools-21-22/ Accessed 6 Dec. 2023.
10 Breaking Barriers for Black and Latino Youth! https://p2a.co/7baah6d Accessed 6 Dec. 2023.

Giles’ Testimony, 4 Bills

Jessica Giles
Executive Director
Education Reform Now Advocacy

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

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

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

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

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

Good morning, Chairman Mendelson, members, and staff of the Committee of the Whole; my name is Jessica Giles. I am a ward seven resident and the Executive Director of Education Reform Now Advocacy (ERNA DC), an organization fighting for a just and equitable public education system for all DC students. I am pleased to testify at this Committee of the Whole hearing. I will give oral testimony on Bill 25- 501, the Universal Free Application for Federal Student Aid Graduation Requirement Act of 2023, although my written testimony contains support for all four bills under consideration today.

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

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

#1) Every student will need additional education and training beyond a high school diploma/GED to make a livable wage. 58% of jobs in D.C. require a degree.1 Unfortunately, DC is experiencing a quiet crisis in college access and completion, necessitating DC Council to take action. For every 100 students who start high school together, 25 will not graduate, 37 will graduate but not pursue further education, and 30 will start college but not complete within six years. Only eight out of 100 students will complete postsecondary within six years, pre-pandemic this number was 14. 2

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

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

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

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

2. Build-in Support for Students:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

###

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

Giles’ Testimony on B25-540

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

Jessica Giles
Executive Director
Education Reform Now DC

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

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

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

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

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

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

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

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

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

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

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

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

###

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

Giles’ Testimony on B25-342, PR 25-300

DC Council’s Committee of the Whole Hearing:

B25-342, “Public Charter School Board Term Clarification Amendment Act of 2023”
PR 25-300, “Public Charter School Board Carisa Stanley Beatty Confirmation Resolution of 2023”

Jessica Giles
Executive Director
Education Reform Now DC

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 Education Reform Now DC, a non-partisan, non-profit organization fighting for a just and equitable public education system for all DC students. I am pleased to provide testimony on B25-342, the “Public Charter School Board Term Clarification Amendment Act of 2023,” and PR25-300, the “Public Charter School Board Carisa Stanley Beatty Confirmation Resolution of 2023.”

B25-342, “Public Charter School Board Term Clarification Amendment Act of 2023”

As currently interpreted by law, newly-appointed DC Public Charter School Board (“Board”) members who are serving a partial term due to seat replacement may only have a short initial term of service, depending on the timing of this appointment. B25-342 offers a technical clarification of the term limits for Board members so that the newly appointed members replacing a former member can also serve up to two four-year terms.

We are supportive of this clarification. The Board plays a critical role in our public education ecosystem. They are the sole authorizer of 136 public charter schools run by 69 local education agencies serving 46,392 students, and they provide an essential oversight function. Because the Board consists of seven volunteer members, it is crucial that there are no vacancies and that there is as much continuity in service as possible. This is in the best interest of our students.

PR25-300, “Public Charter School Board Carisa Stanley Beatty Confirmation Resolution of 2023”

Ms. Carisa Stanley Beatty’s personal and professional experiences and unwavering commitment to our students and families make her an excellent addition to the board. Ms. Stanley Beatty is a parent, a Native Washingtonian, and a ward five resident. She has more than 20 years of professional experience in banking and finance and a B.S. in Business Administration, enabling her to provide a valuable lens in the Board’s oversight role to help ensure public charter schools fulfill their fiduciary responsibilities to their students.

Most importantly, Ms. Stanley Beatty has a heart for service. During her professional career, Ms. Stanley Beatty created DC Open Doors, a program that offers qualified homebuyers home purchase loans, and down payment. This program has helped many individuals and families live in safe, affordable homes in the District of Columbia. Further, Ms. Stanley Beatty has been an essential leader in her community. She has served as the President of the Washington, DC Chapter of the African American Real Estate Professionals and as a Mayoral appointee to the Washington DC Historic Preservation Review Board.

Thank you for allowing me to testify on B25-342 and PR25-300. I am available for any questions you may have.

ERNA DC 10.26.23 SBOE Testimony

Jessica Giles
Executive Director
Education Reform Now Advocacy
ERNA DC 10.26.23 SBOE Testimony

Good evening, D.C. State Board of Education representatives! My name is Jessica Giles. I am a Ward 7 resident and the Executive Director of Education Reform Now Advocacy (ERNA). ERNA fights for a just and equitable public education system for all students in Washington, DC. We believe every student can learn and fulfill their limitless potential, regardless of race, background, ward, and ability. Thank you to the State Board for holding a panel discussion on the Early Literacy Education Task Force (Task Force) recommendations¹. It is my pleasure to provide written testimony in support of the recommendations and to request a bold investment in literacy.

Why is literacy important? 

Reading is a fundamental skill that all students need in order to succeed in school, life, and career. Our deepest desire is for every child to 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 schools in the District of Columbia are facing a reading crisis.

In 2022, 73 percent of students scored below proficient levels on the NAEP (also known as the Nation’s Report Card), up from 69 percent in 2019.² Black and Hispanic students scored an average of 69 and 60 points, respectively, lower than White students. ³ This gap has remained statistically the same since 1998. 4

Why is structured literacy important? 

For the past two years, ERNA has advocated for a citywide literacy intervention based on the science of reading — a decades-long, interdisciplinary, and proven body of knowledge that provides a deeper understanding of how individuals learn to read. This body of research informs the best approach for teaching basic reading skills: structured literacy.5 Structured literacy helps all students, including children with learning disabilities such as dyslexia, read and write. Structured literacy emphasizes highly explicit and systematic teaching of all important components of literacy. These components include both foundational skills (e.g., decoding, spelling) and higher-level literacy skills (e.g., reading comprehension, written expression). 6 Structured literacy also emphasizes oral language abilities essential to literacy development, including phonemic awareness. 7

Our Support for the Taskforce’s recommendations

When the Taskforce released their recommendations, we were excited to see them. Namely, we commend the Taskforce for including the following:

• Special education and English Learner teachers are prioritized in the early implementation phases.

• Communication toolkits will be created for families about their students’ early reading skills.

• Educators will need to demonstrate competency.

But as the old saying goes, the devil is in the details. It will be critical for these recommendations to be implemented with fidelity so that all elementary educators can feel confident about their ability to teach all components of literacy and be supported. In the coming weeks and months, we will advocate for funding to support the implementation of these recommendations. 

Our asks

We humbly ask the State Board to urge the Mayor and the D.C. Council to prioritize a bold investment in the FY2025 Budget. We also ask the Office of the Student Advocate to partner with the Office of the State Superintendent of Education in the creation of toolkits to help families support their readers at home, similar to the D.C. Dyslexia Guidebook.8 It’s vital that families are treated as true partners during this reading revolution.

Thank you for your attention to this important cause and your leadership!

¹ October 3, 2023. Office of the State Superintendent of Education. Recommendations for Structured Literacy Instruction in the District of Columbia. Accessed: October 26, 2023. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf
² October 24, 2022. NAEP. 2022 Reading State Snapshot Report. Accessed: October 26, 2023. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/Reading%20Grade%204%20DC%20State.pdf
³Ibid.
4Ibid.
5 June 2019. Here’s Why Schools Should Use Structured Literacy. Accessed: October 26, 2023. Source: https://dyslexiaida.org/heres-why-schools-should-use-structured-literacy/#:~:text=What%20Is%20Structured%20Literacy%3F,reading%20comprehension%2C%20written%20expression).
6Ibid.
7 Ibid.
8 Dyslexia Guidebook 2022-23. Source: https://studentadvocate.dc.gov/dyslexiaguide

Unleashing Potential: How Nakita Packer is Revolutionizing Special Education in DC

By Minetre Martin, DFER D.C.

Meet Nakita Henderson Packer, a driving force at Bridges Public Charter School in Washington, D.C. Nakita’s decision to become an Education Reform Champion was driven by her belief in the transformative power of inclusive education. She has redefined special education with the Universal Design for Learning (UDL) framework. Promoting diverse student engagement, her UDL-guided program has driven an impressive 9.1% rise in PARCC test scores, even during the global pandemic.

Nakita’s success has been evident in many of her students’ successful transition from a special education class setting into a general classroom setting. Bridges PCS was acknowledged for Nakita’s work with the Bold Performance School Award, solidifying their innovative influence in special education. The significance of this award is best described by a statement from EmpowerK12:

“This year’s Bold Performance Schools have 2022 PARCC proficiency rates that were an average of 9.1 percentage points better than other Bold-eligible schools, and their 2022 PARCC 4+ proficiency rates were 2.6 percentage points better than the pre-pandemic average for schools serving similar demographics.”

Now, thanks to her tireless training and mentorship, her colleagues at Bridges PCS have embraced the UDL framework as well.

Her strides haven’t just captured local attention. In 2022, Nakita and Bridges PCS were invited to participate at the prestigious Elevate Conference, a premier professional development event for Pre-K – 2nd Grade Educators. They shared their success with the UDL framework, further extending their influence and sharing their innovative approach with educators from across the country.

Outside her professional life, Nakita balances passion and personal time, reminding us that harmony in life is achievable. Nakita’s work is a testament to the transformative power of inclusive education, setting a new standard for special education.

The Journey of an Ed Reform Champion

By Kyle Myers, DFER D.C.

Christine Miller has been dedicated to her community work for over 10 years. She is a proud mother, former ANC1 commissioner, and an outstanding education advocate for our students here in the District. She began her advocacy after noticing her child’s Pre-K school had limited options for enrichment activities as opposed to other schools with robust menus for students to choose from. This motivated Christine to take a stand and advocate for equal access and quality of service for all of our children in the District. The more she continued this work, the more familiar she became with the broader spectrum of what families need, even beyond school activities.

During my recent interview, Christine shared:

“This city faces the glaring challenge of persistent disparities between different groups of students along racial and socioeconomic lines but also with its failures to meet the diverse needs of our students with disabilities. We know that there are areas of this city with schools that are doing just fine, it’s time to double down on those areas where we know we have failed our children, families, and communities for generations. We need to stop acting surprised when we see dramatic gaps in test scores and outcomes between those communities in which families and children struggle against external stressors and generational disinvestments compared with those with vastly greater amounts of resources both in schools and at home. Supporting our kids should not begin and end at the doors of our school buildings, we have to do better in how we support parents, caregivers, and entire communities.”

This was a true testament to how deeply she cares and understands the needs of students and families. One of her greatest highlights has been making connections and creating her own extensive network of people by building relationships to attack these issues head-on. Being an Education Reform Champion has amplified her connections and helped to expand the scope of her advocacy. Christine has championed DFER D.C.’s priorities and is deeply dedicated to our mission.

Christine also shared:

“One priority that resonates is resource equity, especially as we are working to ensure access to quality education for all students and creating an equitable system that provides every child with the opportunity to succeed, regardless of their socio-economic background, ethnicity, or ability. Yes to investing in schools but also YES to investing in families and communities with a more holistic approach to education. It is not just about academic achievement but also about nurturing the social, emotional, and physical well-being of students.”

Christine believes that successful outcomes have to look beyond the four walls of a school. Success includes the whole child, the whole family, and the whole community. The continued patterns of failure need to be unlearned and addressed head-on by new approaches.

Thank you, Christine, for your tireless leadership and dedication to equitable education for all of D.C.’s public school students! 

Sherri Daniels’ Testimony on Bill 25-55

Sherri Daniels
Civic Leader
Education Reform Now DC

DC Council, Committee of the Whole
Public Hearing:
Bill 25-55, “Pathways to Behavioral Health Degrees Act of 2023”

Honorable Chairman Mendelson and members of the Committee of the Whole, greetings. My name is Sherri Daniels, I am a proud resident of Ward 8 with a master’s degree in psychology, a community caseworker, and a prominent civic leader for Education Reform Now DC. As someone who works at the forefront of providing mental health services to DC residents, I am here today to wholeheartedly support the establishment of a Master of Social Work degree program at the University of the District of Columbia. I was pleased to testify¹ in support of this legislation in April, and I’d like to expand upon the previous testimony of Minetre Martin and delve deeper into the specifics of implementing the solutions discussed.

Minetre’s testimony accurately drew attention to the urgent mental health needs of our DC youth, especially in marginalized communities, and I am intimately familiar with this issue through my daily work as a community caseworker. The establishment of a Master of Social Work degree program at the University of the District of Columbia, as proposed in this bill, offers a direct response to these needs. However, the successful implementation and impact of this program will depend heavily on the strategic decisions we make now. To expand on the essential aspects Minetre touched upon I offer the following specific recommendations:

Collaborate with entities such as the National Institute of Mental Health and the American Psychological Association
Minetre suggested the importance of aligning with distinguished institutions such as the National Institute of Mental Health as well as local hospitals and organizations. To amplify the program’s reputation and facilitate enriched learning experiences, the program could develop a “Learning Partners” initiative where each semester, a group of students is paired with a partner organization for research projects or practicum experience. This model not only provides students with unique learning opportunities but also helps institutions gain fresh perspectives from the upcoming generation of social workers.

Partner with philanthropic organizations and foundations in DC to establish scholarships, sponsorships, or internships.
Through the scholarship program, UDC could support practical training opportunities. Internships or fieldwork experiences are essential components in the education of social
workers, and financial support for these experiences would significantly aid students. Additionally, UDC could leverage technology and innovation in its teaching methodologies. In
this digital age, there are myriad tech-based tools that can revolutionize the teaching of social work. For instance, incorporating simulation software and AI programs can offer students the opportunity to practice skills in a risk-free environment before working with actual clients and could make the program more future-ready.

Implement a DC-centered curriculum to address the unique challenges.
The program should engage with local community health centers, schools, and the Department of Behavioral Health to develop a comprehensive understanding of our community’s unique needs. By introducing courses or specializations that focus on DC’s specific demographic needs, we can ensure our graduates are well-equipped to serve their community effectively.

Develop and execute a comprehensive public awareness campaign to ensure potential beneficiaries are informed about this program.
Develop and execute a comprehensive public awareness campaign to market this program to Local Educational Agencies LEAs, so counselors are aware and can work to intentionally build out career pathways in these fields.

This Master of Social Work degree program is more than a course of study; it is a commitment to the future well-being of the District of Columbia. By investing in the program and its graduates, we’re investing in our community and shared future.

Thank you for your time, and I hope you will give due consideration to our proposals and the potential they have to enrich our District’s education landscape and uplift our community.

¹https://edreformnow.org/2023/04/14/ern-dc-advocates-for-mental-health-services-in-dc-schools/

Minetre Martin’s Testimony on Bill 25-55

Minetre Martin
Organizing Manager
Education Reform Now DC

DC Council, Committee of the Whole
Public Hearing:
Bill 25-55, “Pathways to Behavioral Health Degrees Act of 2023”

Chairperson Phil Mendelson and Committee of the Whole Members,

I am Minetre Martin, a Ward 4 resident, Organizing Manager for Education Reform Now DC (ERN DC), and a former classroom teacher. I hold a bachelor of science degree in psychology, but it is not my academic credentials that bring me here today. It’s the faces of the countless students I’ve seen over the years, their dreams and hopes for a better future. Their future, and the future of this city’s overall health, is what Bill 25-55 represents.

Earlier this year, I testified¹ in support of this bill and asked for there to be a hearing. Thank you for funding this legislation in the Fiscal Year 2024 Local Budget Act of 2023 and holding a hearing. In my previous testimony, I shared the alarming statistics pertaining to our youth’s mental health, the leading cause of death among them being suicide.
According to the American Foundation for Suicide Prevention (AFSP), in Washington, DC, suicide is among the leading causes of death for youth ages 10-24,² predominantly affecting Black youth.³

1. To put more detailed data into perspective, Let’s take a moment to imagine a classroom of 25 high school students in Washington, D.C. Among these students,
   About 13-14 of them, which is more than half of the classroom, would have experienced persistent feelings of sadness or hopelessness or seriously considered attempting suicide, according to a recent survey.4

2. Approximately two students in this classroom would have witnessed or experienced violence, reflecting the 7.4% rate in DC, which is nearly double the national average of 3.8%.5

3. If the students come from low-income households, the number of those who have witnessed or experienced violence would increase to around 3-4 students, reflecting the 14% rate, more than twice the national average of 6.8%.6

4. Among LGBTQ+ students they would have twice the likelihood of reported suicidal thoughts, compared to their peers, showing that LGBTQ+ youth are at a significantly higher risk.7

Alarmingly, one of those students could be your child, your child’s friend, your neighbor, or in my case, a former student.

It is no secret that research has shown that our students struggle with mental health issues or are experiencing numerous adverse experiences within their community. 8 However, this is not just about numbers; it’s about lives and futures that we can nurture or neglect. This is where this bill could have an impact. But for this program to serve its purpose, it must be dynamic, cutting-edge, and grounded in the realities of the District’s unique demographics and challenges. In light of DC’s wealth of resources, we propose the following recommendations:

Recommendations:

• Create alliances with renowned institutions and research centers here in DC, such as the National Institute of Mental Health, the American Psychological Association, and leading local hospitals, clinics, and organizations. These partnerships would facilitate research opportunities, hands-on experience, guest lectures, and real-world exposure for students. This would increase the program’s marketability and strengthen its commitment to serving the community.

• Leverage DC’s vibrant nonprofit and philanthropic sector. We have organizations and foundations committed to supporting education and mental health, such as the Strengthening Families Through Behavioral Health Coalition. Engaging them in sponsorship, scholarship, or internship programs would be a mutually beneficial partnership.

• Adopt a unique DC-centered curriculum that addresses our diverse communities’ specific behavioral health needs. This could be done through collaborations with local community health centers, schools, and the Department of Behavioral Health (DBH). Moreover, the use of advanced tech-based teaching tools and methodologies would ensure a comprehensive and effective education for our students.

• Market this program to LEAs so counselors are aware and can work to intentionally build out career pathways in these fields.

• Overcome any barriers to data sharing by providing information to the Office of the State Superintendent of Education, Department of Employment Services, LEAs, and other relevant agencies on the number of individuals taking advantage of this career opportunity and their outcomes.

We have the opportunity to make history here, not just for the University of the District of Columbia but for our children, our community, and our future. Thank you for your time and consideration. I am happy to answer any questions you may have.

[1]https://edreformnow.org/2023/03/30/ern-dc-urges-for-improved-behavioral-health-resources-in-dc-schools/
[2]American Foundation for Suicide Prevention. (2021). District of Columbia: Suicide and mental health fact sheet.
[3]American Academy of Child & Adolescent Psychiatry. (2022). AACAP Policy Statement: Increased suicide among Black youth in the United States.
[4]Office of the State Superintendent of Education. (2019). 2019 District of Columbia Youth Risk Behavior Survey: High School
and Middle School Reports. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2019%20DC%20YRBS%20Report.pdf
[5]Child and Adolescent Health Measurement Initiative. 2020-2021 National Survey of Children’s Health (NSCH) data query. Data Resource Center for Child and Adolescent Health supported by the U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB). Retrieved January 8, 2023, from https://www.childhealthdata.org/browse/survey/results?q=9535&r=10
[6] Ibid
[7] Suicide risk among LGBTQIA students in Washington D.C.: Office of the State Superintendent of Education. (2019). LGBTQ Student Report. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/LGBTQ%20Student%20Report%20FINAL.pdf
[8]https://www.dcpolicycenter.org/publications/mental-health-supports/

Dr. Rabiatu E Barrie’s Testimony on Bill 25-55

Dr. Rabiatu E Barrie, PhD
Civic Leader
Education Reform Now DC

DC Council, Committee of the Whole
Public Hearing on:
Bill 25-55, “Pathways to Behavioral Health Degrees Act of 2023”

Chairperson Phil Mendelson and Committee of the Whole Members,

I am Dr. Rabiatu Barrie, a Licensed Clinical Psychologist, Assistant Professor at the University of Maryland, and a civic leader for Education Reform Now DC. Thank you for the opportunity to testify before you today. While I am a Maryland resident, I do have the privilege of training and collaborating with numerous students and professionals who serve DC residents. I see the impacts of policies in DC extend beyond its boundaries, significantly affecting the broader region, including Maryland. In March, I testified¹ in support of this legislation and urged the Committee of the Whole to hold a hearing on the bill. Thank you for listening. Today, I will present actionable steps to enhance mental health services in DC public schools, supporting the overall well-being and success of our students.

Building on the testimonies of my fellow education reform champions, Minetre Martin and Sherri Daniels, I would like to propose that UDC consider the following enhancements when implementing this program:

Consider broadening the eligibility requirements of the program. 

While the current criteria aim to ensure the program benefits the District, we must not forget about individuals who might not have attended a DC public school but have strong ties to the District or clear intent to serve our community in the future. For example, people who may have relocated to the District after their high school education but have been contributing to the community for a significant time or anyone who has completed relevant associate degree programs or earned certificates in the District and intend to pursue a career in behavioral health in the District could also be strong candidates for this program. 

Provide mental health services for program participants. 

The emotionally demanding nature of behavioral health work makes this proactive measure crucial for ensuring the well-being of our future professionals. As a current professional in this field, I can attest to the importance of this service.

Establish a clear framework for oversight and program effectiveness

To ensure the efficacy and accountability of these measures, I recommend that UDC establish a clear evaluation framework for these initiatives. Regular monitoring, tracking of graduates’ career progression, quality of education, and participant feedback will ensure the program meets its intended goals.
Key performance indicators could include clinician retention rates, student graduation rates, and post-graduation employment in the District’s behavioral health services.

In conclusion, by implementing these measures, UDC will send a strong message about its commitment to its long-term strategy of preparing our own local students for the careers that our community most needs.

The proposed solutions, backed by the DC Council’s unwavering commitment, can lead to profound and lasting positive impacts on the lives of countless children and adolescents in the District of Columbia.

Thank you for your time and consideration. I look forward to the opportunity to answer any questions you may have and to further discuss this legislation.

¹https://edreformnow.org/2023/03/30/ern-dc-testimony-on-mental-health-services/

Testimony for B25-0069

Jessica Giles
Executive Director
Education Reform Now Advocacy

The Committee on Public Works & Operations Public Hearing on:

B25-0069 – “District of Columbia Public Schools Procurement Authority Amendment Act of 2023″

Good morning, Chairperson Nadeau, members and staff of the Committee on Public Works & Operations. My name is Jessica Giles. I am a ward seven resident and the Executive Director of Education Reform Now Advocacy (ERNA). ERNA is fighting for a just and equitable public education system for all students in Washington, D.C. Although we understand the intent of this legislation, we oppose B25-0069, the “District of Columbia Public Schools Procurement Authority Amendment Act of 2023.″

Repealing D.C. Public Schools’ (DCPS) independent procurement authority would create a bureaucratic nightmare and lead to extensive delays in providing critical goods, services, and resources to our students. DCPS is the largest local education agency (LEA) in the District, and moving its massive procurement needs under an already bloated agency would slow procurement down. In the past, when DCPS was forced to outsource approval of contracts, school openings were delayed, and urgent repairs went unfixed.¹ We don’t want to go back to the days when teachers didn’t have books, paper, or pencils in their classrooms. Those were tough days and led to the critical reforms we have now that have yielded progress in students’ academic achievement.

Clearly, DCPS has not complied with the law that requires D.C. agencies to submit contracts valued at $1 million or more to the D.C. Council for approval before being awarded to vendors. DCPS must take immediate corrective action to put accountability measures in place. And, the D.C. Council should continue to provide oversight of this process.

Every LEA has its own independent procurement authority, and DCPS should not be treated differently. If anything, DCPS principals should be given more autonomy to provide their students with the resources and services they need, not be mired down in additional red tape.

For these reasons, we strongly oppose B25-0069, the “District of Columbia Public Schools Procurement Authority Amendment Act of 2023″ and ask that the Committee reconsider this legislation. Thank you for letting me submit written testimony.

###

¹Children in Crisis: The Failure of Public Education in the District. District of Columbia Financial
Responsibility and Management Assistance Authority. November 12, 1996.
https://www.washingtonpost.com/wp-srv/local/longterm/library/dc/control/part1.htm

Testimony for April DC State Board of Education Public Meeting

Public Meeting

Jessica Giles
Executive Director
Education Reform Now D.C.

Greetings Executive Director Butler, Representatives, Student Representatives, and D.C. State Board of Education (SBOE) staff. My name is Jessica Giles. I am a ward seven resident and the Executive Director of Education Reform Now D.C. (ERN DC). ERN D.C. is a non-profit organization fighting for a just and equitable public education system for all students in Washington, D.C. 

Thank you to the Office of the State Superintendent of Education (OSSE) and SBOE for holding many opportunities for the public to engage in the revision of the Social Studies Standards. In February, ERN DC submitted public comment to the OSSE and public testimony to the SBOE recommending essential changes that are needed to the Social Studies Standards. Several of our recommendations were accepted, including providing more clarity on how teachers implement the Social Studies standards in practice, diversifying the list of feminist scholars and thought leaders, and addressing the role that enslaving Black people played in the development of the District’s institutions. We hope OSSE and SBOE move swiftly to approve these standards. 

Additionally, I would like the State Board and the State Level and Systemic Policy Committee, in particular, to focus on two additional vital topics this year.

*** MAKE EXPANDING DUAL ENROLLMENT OPPORTUNITIES A TOP PRIORITY ***

The Need: 51 percent of students enroll in a two or four-year college. However, only 8 out of 100 9th-grade students will complete a postsecondary degree within six  years of high school graduation. 58 percent of D.C.’s job market requires a postsecondary degree, yet only 26 percent of D.C. residents aged 18 to 34 who were born here have a postsecondary degree, compared to 70 percent of those who moved here. Dual enrollment has a significant effect on 2-year and 4-year college enrollment, degree attainment, and early labor market earnings six years after high school, with stronger effects for students who are traditionally underrepresented. 

About Dual Enrollment: An estimated 10% of the student population uses dual enrollment opportunities. It needs to be clarified what percentage of students receive college credit. Bard High School Early College provides 377 students with an opportunity to graduate high school with an associate’s degree. In the fall of 2022, the Mayor’s office launched the Advanced Technical Center, which offers nearly 100 students the opportunity to take up to 20 college courses free of charge in cybersecurity, general nursing, and health information technology over a two-year period. In addition, over 450 students are taking dual enrollment courses at local Institutions of Higher Education (IHE). Many of these students have to take the course virtually or attend the course in person at the IHEs, which is time-consuming. Please note: the location of some LEAs and bus schedules can make it quite impossible for some students to participate meaningfully in in-person dual enrollment courses. Additionally, the difficulties that students face enduring long commutes to and from their classes create significant barriers to access, especially for students with the least financial means who are also least likely to attend school near colleges or universities that offer in-person dual enrollment. Further, three charter LEAs and 9 D.C. Public Schools (DCPS) schools do not offer any dual enrollment opportunities at all. 

In March 2022, the Deputy Mayor for Education partnered with the College in High School Alliance to develop a District of Columbia Dual Enrollment Needs Assessment Action Plan. Recommendations from this action plan are listed below:

• Engage in a Process to Understand DC Student & Parent Perspectives on Dual Enrollment

• Develop a Comprehensive Dual Enrollment Ecosystem Map for DC

• Continue to Build DC Dual Enrollment Data Availability & Tools For Use

• Formalize and Expand OSSE’s Dual Enrollment Community of Practice

• Consider Alternative Program Models and State Funding Mechanisms for Dual Enrollment

• Expand Dual Enrollment Course Options and Dual Crediting of Class Experiences

• Provide Tools and Resources to School Counselors & Other Dual Enrollment Practitioners

• Develop a Student, Parent, and Caregiver Friendly Web Portal for DC Dual Enrollment

The Office of the Deputy Mayor for Education deserves some credit for progress made on understanding student and parent perspectives regarding dual enrollment and increasing the number of seats offered, but the Mayor’s proposed FY2024 budget includes no additional investments in dual enrollment opportunities and we are already behind on the timeline for completing the recommendations. 

Furthermore, there are two important issues I would like the Committee to pay special attention to:

• The need for expanding in-person cohort-based dual enrollment courses in the District. A successful example includes the Bard Sequence, which is currently offered at Idea Public Charter School and Thurgood Marshall Public Charter School.

• Students must have more opportunities to receive high school credit for their college courses. DC is an outlier in this regard, and it is incredibly inefficient. 

*** MAKE CREATING THE FINANCIAL LITERACY STANDARDS A TOP PRIORITY ***

The Need: Currently, D.C. does not require students to learn personal financial literacy skills, and too few schools offer it. Financial literacy concepts such as earning income, spending, saving, investing, managing credit, and managing risk are all information that D.C’s students must learn to succeed in school, life, and career.

Additionally, students need to learn how to become an entrepreneur, better understand career paths, and labor market opportunities during the “income” segment. 

The Colorado Department of Education summarizes personal financial literacy as the following “[it] applies the economic way of thinking to help individuals understand how to manage their scarce resources using a logical decision-making process of prioritization based on analysis of the costs and benefits of every choice.” Currently, ten states offer financial literacy as a part of the social studies standards. While OSSE is not revising the social studies standards to include additional financial literacy standards, OSSE should develop and adopt standalone financial literacy standards as soon as possible. We urge OSSE and SBOE to prioritize these two issues this year. 

Thank you for allowing me to testify today.