Bill 24-428, School Attendance Amendment Act of 2021 and, more general Update on Improving School Attendance/Reducing Truancy and Chronic Absenteeism

Minetre Martin

Community Organizer

Education Reform Now DC

Good afternoon, Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward four resident and Community Organizer for Education Reform Now DC. (“ERN DC”). ERN DC is a non-profit organization fighting for a just and equitable public education system for all students.

Thank you, Chairman, and the DC Council for turning your attention to an important matter that has been fraught for too long, and that needs reforming. I am happy to provide testimony on how we can improve school attendance since clarifying our attendance policies is just the beginning to solving DC public school truancy issues. Chronic absenteeism effects academic achievement and student well-being. There are many factors that may contribute to poor attendance such as student mental health issues and a lack of student support personnel.[1] Therefore, the DC Council should consider more context regarding accurate attendance reporting and the following questions should be asked;

1. How are substitute teachers being trained to report absences?

On average, 25 percent of DC public school teachers leave their school annually[2]. However, the COVID-19 pandemic has led to a higher shortage in teachers in the district, increasing needs for substitutes who may lack professional training, awareness of attendance policies, and unfamiliarity with students in the building.[3] For example, a parent in ward 6 recently shared with me that their child’s substitute teacher confused their child with another student resulting in them having to attend court to defend themselves against inaccurate attendance reporting. Mistakes like these are not okay, and as schools rush to fill classrooms with substitutes, it is important for the DC State Board of Education and the Office of State Superintendent of Education (OSSE) to investigate how schools are preparing substitute teachers to report student attendance with fidelity for accuracy in data and most importantly to protect our students and families and maintain their trust

1. What is the district doing to ensure that there are accurate and robust early warning indicators that inform parents of absences in a timely manner at all schools?

In another check in with parents in ward 6, they expressed concerns with not being made aware of their child’s absences immediately. Two parents shared that they received an automated call notifying them that their child missed over 40 days of school. When asked if their child’s teacher or the school ever tried to contact them, they all said no and that the attendance counselor failed to review the inaccurate reporting until they visited the school. Another parent revealed that their child informed them that their homeroom teachers were often late, resulting in attendance not being taken. Our families cannot afford these kinds of mistakes, especially when they are having to take time off from work to address these problems. DCPS and charter schools have a duty to be relentless in maintaining families’ trust and keeping students safe, that includes being keenly aware of their daily attendance and taking immediate action to contact parents when students are absent.

1. How does diminished student well-being impact school attendance reporting?

As you all are aware, student well-being has dramatically declined since the Covid-19 pandemic.[4]While OSSE has done well to provide guidelines around school personnel training for mental health support, there does not seem to be guidelines around how attendance should be taken for students who may attribute their tardiness or early dismissal to mental health issues. This may also result in inaccurate attendance reporting and should be considered.

I offer two recommendations to help bolster student attendance for further consideration.  

1. Ensure that all public schools have a robust attendance management system in place to identify and provide appropriate support services and interventions to chronically absent students.

All DC public schools and charter schools should have a robust attendance management system in place for identifying and supporting pupils with attendance problems early. Schools should also train all teachers and substitute teachers on how to report attendance, and evaluate staff understanding of the school’s attendance policies and management system. While DC public schools and charter schools have made compliance with attendance a priority, the reality is that staff responsible for reporting attendance have many other duties that make it challenging for them to commit their full attention to ensure attendance is reported with fidelity. By following these recommendations, schools can ensure that students with truancy issues are identified early, and appropriate support can be provided.

1. Ensure that every school staff includes a variety of specialized support personnel such as school nurses, counselors, psychologists, social workers, or other pupil support personnel for case management and counseling.

According to the DC Policy Center’s 2022 State of D.C. Schools report, nearly half of students designated as at-risk were chronically absent.[5]The Mayor and the DC Council should raise the at-risk weight of the uniform per student funding formula to .37 so that schools can provide adequate school staff and support to students.[6] Additionally, the Mayor and DC Council should build on past years’ investments in the School-Based Behavioral Health (SBBH) program because mental health plays a large role in chronic absenteeism.[7]  With these investments and more, our elected leaders will ensure that investments are being made to provide critical services to schools to help increase their capacity for supporting students with chronic absenteeism.

Clarifying school attendance policies are a start to improving our student attendance rates. However, ensuring schools have a robust attendance management system in place and increasing investments in our schools can help to improve attendance, engagement, and overall academic achievement.

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

[1] Chronic Absenteeism is defined as missing 18 or more school days per year.

[2]OSSE and TNTP, “District of Columbia Teacher Workforce Report”, October 2019 (pg. 25)

[3] https://www.washingtoninformer.com/teachers-buckling-under-the-stress-of-staff-vacancies-advocates-say/

[4]  American Academy of Pediatrics, American Academy of Child and Adolescent Psychiatry, and Children’s Hospital Association October 19, 2021, available at: Declaration of a National Emergency in Child and Adolescent Mental Health

[5] 2021 State of D.C. Schools Report. https://www.dcpolicycenter.org/wp-content/uploads/2022/03/SODCS-2020-21-one-pager_final.pdf?mc_cid=8c78509f36&mc_eid=bb7c8338aa

[6] Recommended level based on the 2014 Adequacy study. https://dme.dc.gov/page/dc-education-adequacy-study

[7]https://edreformnow.org/dc/dc-pens-letter-to-mayor-bowser-urging-continued-progress-toward-educational-equity/

DC Council, Committee of the Whole – Bill 24-428 School Attendance Amendment Act of 2021 and, more generally Update on Improving School Attendance/Reducing Truancy and Chronic Absenteeism

Nikki D’Angelo

Community Organizer

Education Reform Now DC

Thank you and good afternoon Chairman Mendelson and members of the Committee of the Whole. 

My name is Nikki D’Angelo, and I am a Ward 5 resident and DC Public Schools (DCPS) parent. I’ve worked in education in DC for 13 years, initially as an educator and now as a Community Organizer. I am testifying on behalf of Education Reform Now DC (ERN DC). ERN DC is a non-profit organization that fights for a just and equitable public education system for all students in D.C. I am happy to provide testimony about Bill 24-428 School Attendance Amendment Act of 2021, given that I was an attendance coordinator at a high school in DC. 

A few years ago, a high school in DC hired me to organize a team of school staff to address the school’s chronic absenteeism and truancy rates. I worked full-time to design a structure for identifying students that needed support, meeting with parents and the student to develop support plans, and monitoring student progress. I learned a lot about the myriad of barriers that prevent students from arriving to school consistently and on time. Many of those barriers included taking care of siblings, maneuvering and planning for public transportation as a young person, the need for more adult support, the threat of violence walking to and from school, and persistent physical and mental health issues.  Many of my students struggled to get to school on time consistently because they needed more adult support to make what could be a long trek to get to school. Even in high school, we’re still talking about children, with the youngest of this group historically struggling the most in that transition year to high school. This attendance work was some of the most intensive and rewarding student support work I’ve done in my career. This situation raised this question for me: how are we using policy to ensure that schools are poised to best support struggling students to make it to school?

In regards to Bill 24-428 School Attendance Amendment Act of 2021, I have three main points:

1. Lowering the threshold to 60% is not adequate for addressing our complicated attendance issues. Students need to be in school. The DC Council should be focused on helping kids to school, not seemingly trying to lower the bar we hold our students to. As the policy currently is, many of my students struggled with attending 80% of the school day. However, these struggles existed before a dedicated team was indeed in place. After months of intense work, we made great strides with our students, so I know improvement is possible with a dedicated team. I don’t believe that lowering the bar to 60% communicates that we think our students can rise to a much more adequate percentage of in-seat attendance time. In what school is 60% a passing grade? I can’t imagine that simply requiring fewer in-seat hours solves any environmental or social barriers that keep our students from coming to school consistently and on time. 

• I agree wholeheartedly that public transportation delays should be a valid excuse for up to 10% of the school day. When I was an attendance coordinator, I certainly knew students who would have benefited from that policy change. 

• Schools need a dedicated team to support attendance. To ensure students are adequately supported, each school needs to have a group of adults who proactively identify students of concern, work directly with students, families, and other supporting adults to break down attendance barriers, and constantly evaluate programming and attendance data. My former students and families were incredibly grateful for the support my team provided. Additionally, it’s no secret that school staff teams are stretched thin. Many support staff members are pulled in throughout the day to cover classes and fulfill other responsibilities left by daily vacancies. In my experience, this position is a full-time job with no distractions that requires a focused, multi-person team. How can the District provide students with even more adult support around getting to school?

I hope my testimony helped you all think about how to support our students further. Thank you for keeping your attention on this essential matter and allowing me to testify. I welcome any questions you may have.

Letter to Mayor Muriel E. Bowser

The Office of the Mayor

1350 Pennsylvania Avenue NW

Washington, DC 20004

Dear Mayor Bowser:

Thank you for continuing to prioritize public education in the budget. Your proposed investments: 5.9% increase to the base of the Uniform Per Student Funding Formula (UPSFF) for all schools, $36 million in stabilization funding for D.C. Public Schools (DCPS) and public charter schools, a salary increase for substitute teachers, and an updated budget model for DCPS with initial budgets for individual schools – will not only help schools bridge the gap in learning but strive for new heights in public education and supports for all students.

For the past two years, our students have been through extraordinary circumstances which have caused unfinished learning and diminished well-being. As we look to recover from the effects of the pandemic, even more should be done to continue the progress we’ve seen in public education for the past 15 years. Therefore, we respectfully urge you to ensure funding equity, provide educator support, expand access to high education, and invest in behavioral health supports for all students. Our FY2023 budget priorities are the following:

PROVIDE EQUITABLE RESOURCES TO ALL SCHOOLS.

• Raise the at-risk weight of the UPSFF to .37 or higher as recommended by the 2014 adequacy study to provide more significant support to students designated as ‘at risk’—those who qualify for Temporary Assistance for Needy Families or the Supplemental Nutrition Assistance Program, are experiencing homelessness, are in the District’s foster care program or are one year or more older than expected for their grade in high school.

• Increase the public charter school facilities allotment by 3.1% beginning in FY 2023. The District government must ensure that all students have safe and educationally appropriate buildings.  

• Conduct an adequacy study every five years to ensure the UPSFF increases adequately for all students. 

ENSURE ALL STUDENTS HAVE ACCESS TO HIGHER EDUCATION THAT IS HIGH-QUALITY AND AFFORDABLE.

• Study, expand, deepen, and reform our current dual enrollment opportunities to, at a minimum: expand access to all interested students, particularly students of color, students from low-income backgrounds, and students with disabilities; make the application process more efficient; and ensure students receive maximum dual enrollment credit hours for both high school and college classes.

INVEST IN SAFE, STABLE, AND POSITIVE LEARNING ENVIRONMENTS FOR ALL STUDENTS.

• Build on past years’ investments in the School-Based Behavioral Health (SBBH) program by investing in the following: 

  • $300,000 for a cost study to determine what it truly costs to implement the SBBH program now and in the future;

  • $2.4 million to stabilize community-based organization grant funding each year; and

  • Adequately funding the Community of Practice, building a workforce pipeline, and expanding information-sharing and family engagement efforts.

• Maintain the current investment of $920,000 for SY 2020-21 for restorative justice; provide school-wide technical assistance and individual capacity building in DC schools. 

ENSURE ALL EDUCATORS RECEIVE HIGH-QUALITY TEACHER PREPARATION AND SUPPORT. 

• Provide sufficient funding so that all PreK-5 DC leaders and teachers can receive free and accessible structured literacy training with incentives in three years. In 2019, 70% of DC students were not proficient in reading in fourth grade, according to NAEP. The District must ensure all students read at grade level by third grade regardless of where in the city they live, what school they attend, and their ability or language-learning status. They should be confident in their independent reading abilities and enjoy reading. 

• Support educators with housing by creating housing and tax incentives, implementing housing affordability programs, and ensuring eligible educators are connected with the existing programs that can reduce the cost of homeownership. 

Thank you for all you do for our students and families! We look forward to continuing to work with you to ensure we have a just and equitable public education system for all students.

In service,

Education Reform Now DC

Letter from the DC Community about Education Equity

Dr. Christina Grant, State Superintendent of Education

Office of the State Superintendent of Education

1050 First St NE

Washington, D.C. 20002

February 23, 2022

Dear D.C. State Superintendent of Education Dr. Christina Grant:

The D.C. School Report Card and STAR Framework was launched in December 2018 to give families, communities, and policymakers a tool that provides essential information about annual school performance. It comprises specific metrics such as student achievement, student growth, improved English language attainment, graduation rate, and school environment. It provides comparative school data on how all students are performing in each of these metrics so that families can decide which school best meets their child’s needs.

Recently, the D.C. State Board of Education (SBOE) voted to remove the single summative rating from the D.C. School Report Card and make a dashboard of various metrics instead. This change would dramatically reshape the D.C. School Report Card without making equity a critical guiding principle. While well-intentioned, this proposal fails to make transformational change in our accountability system.

D.C. residents want our district leaders to make bold changes and adopt new ways of thinking to recover from the covid-19 pandemic so that their child, and every child, has a just and equitable public education. In furtherance of this, we urge you to adopt the following five recommendations:

(1) Re-strategize and refocus outreach efforts to ensure that families in all eight wards know that the D.C. school report card and star framework is a tool that they can use to help them make decisions about schools. Families want to know that their child’s school is safe, joyful, and provides them with high-quality learning opportunities but there are still many families who have no idea that the DC School Report Card exists. A recent report from the D.C. Policy Center confirms that families use a variety of tools to make decisions: school visit (48 percent), word of mouth (48 percent), STAR or school quality ratings (37 percent), school report card data (28 percent), school websites (26 percent), promotional materials (10 percent), and other (10 percent).

(2) Get buy-in from families and D.C. residents in all eight wards, particularly those furthest from opportunity, to determine how best to use the D.C. School Report Card and Star Framework to serve their students better. The lessons learned from these focus groups can help the Office of the State Superintendent of Education and the SBOE identify ways to support schools in identifying resources and inputs that will reinvigorate joy in learning, facilitate academic growth, and put students on a path to future success.

(3) Improve, but do not eliminate the single summative rating. D.C. must keep the summative rating so that all families have access to clearly communicated, detailed information that provides a single transparent metric for determining how well their child’s school serves all students. We urge District leaders to improve the summative rating by assigning greater weights to schools providing high-quality learning to students with special needs, English language learners, students designated as “at-risk,” and students experiencing significant social change. This is the equitable approach we should be adopting as a city. One key area to consider in the future is tieing summative ratings to reading proficiency to ensure that the District remains serious about its commitment to ensuring every student is equipped with this most fundamental civil right.

(4) Administer the district-wide annual assessment exam this spring. The District uses statewide summative assessments, like the PARCC exam, to provide a baseline understanding of all D.C. students’ academic progress to drive programmatic changes and direct resources to schools that need them most. Unfortunately, it has been two years since the District last administered the PARCC exam. Though these tests may not be perfect, we should fix them, not end them. Rather than just ending testing, students, parents, educators, and policymakers in the District should have a real review to see what is working, what isn’t, and how we can change these important tests to meet the needs of students and educators. DC education leaders might consider shortening the length of the exam and making it more useful for students and families by ensuring the exam provides more rapid, useful feedback on how the student is progressing and what support they need to succeed.

(5) Get serious about innovation and school improvement. The Every Student Succeeds Act requires states to set aside 7% of Title I funds to support schools identified in need of support under state accountability systems. The DC State Report Card should demonstrate how those funds are utilized, and our local research-practice partners must analyze their impact to guide improvement.

Covid-19 has greatly exacerbated already existing inequities between student groups. That is why we owe it to our students to transform our public education system so we more effectively put them on a path to success. We urge the Office of the State Superintendent of Education to adopt these recommendations so that every student receives a just and equitable education in the District of Columbia.

In service,

Eva Johnson                        Ward 8 Parent

Michael Dannenberg           Ward 3 Parent

Linda Epstein                       Ward 3 Parent

Lea Crusey                          Ward 6 Parent

Debra Gaines                      Ward 8  

Amanda Borden                   Ward 2 Parent

Tynejia Grant                      Ward 7  

Sherry                                  Ward 8  

Maura Marino                      Ward 1  

Sullivan                                Ward 2 Parent

Cassandra Gentry               Ward 6 Parent

Kyle Myers                           Ward 5  

Irina Shaman                       Ward 6 Parent

Odessa Bolton                     Ward 6  

Trudy Murray                       Ward 1 Parent

Michael Stewart                   Ward 5 Parent

Joshua Hodge                     Ward 6  

Don Weigel                          Ward 7              

Kyle Myers                           Ward 5              

Nicole D’Angelo                   Ward 5 Parent              

Scott Pearson                      Ward 3  

Artecka Brown                      Ward 5 Parent                          

Isis Rustin                            Ward 1              

Josh Boots                           Ward 6              

Minetre Martin                      Ward 4             

Sarah Bradach                     Ward 3             

Margie Yeager                      Ward 3 Parent

Michael Sriqui                       Ward 3 Parent

Matthew Nocella                   Ward 4

Morrell Miles                         Ward 7 Parent

Catharine Bellinger               Ward 1

Marita Riddick                       Ward 5             

David Grosso                        Ward 5

Erika Harrell                          Ward 7 Parent

Jaqueline Castaneda            Ward 1 

Maria Harrell Logan              Ward 5

Bethany Little                         Ward 3 Parent

Morello Miles                         Ward 7 Parent

Ellen Dodsworth                  

Jessica Giles                        Ward 7 

Will Stoetzer                         Ward 5

Eric Paisner                          Ward 6 Parent

Julie Klingenstein                 Ward 2 

Andrew Klingenstein             Ward 2 

Evelyn Fraser                       Ward 5 

Nicholas Munyan-Penney     Ward 2

Linda Jones                          Ward 8 Parent

Daniele Avila                         Ward 1 Parent

Nora Lieberman                    Ward 7

Tracy Barnes                        Ward 5 Parent

Cc

Rep. Jessica Sutter, President

Rep. Eboni-Rose Thompson, Vice President

D.C. State Board of Education

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

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

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

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

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

• Statewide investments in creating a tutoring workforce

• Research-based program guardrails

• Publicly available resources for district and school leaders

• Statewide professional development opportunities

• Legislative action

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

• Targeting services to schools’ most underserved students

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

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

You can read the full analysis here.

###

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

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

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

Committee of the Whole Public Roundtable:

Special Education Policies for Students with Disabilities

Jess Giles

State Director

Education Reform Now DC

Good morning, Chairman Mendelson and members and staff of the Committee of the Whole. My name is Jess Giles. I am a ward seven resident and State Director of Education Reform Now DC (“ERN DC”). ERN DC is a non-profit organization fighting for a just and equitable public education system for all students.

DC public education has made progress in the last 15 years, yet the academic performance of students with disabilities is suboptimal. We know that when students with disabilities are provided the appropriate accommodations and interventions in instruction, they can perform at grade level. So why is this not happening?

The Office of the State Superintendent of Education (OSSE)’s 2019 landscape on special education revealed many disturbing trends in the District, including that zero percent of students aged 14 to 21 exited special education to general education in 2018, ranking DC last in the nation. Additionally, the report found that Black and low-income students are much more likely to be overidentified and stay in special education services.

Families need help. Despite the efforts of OSSE and the Ombudsman for Public Education, many families remain unaware or unsure of how to navigate our complex public education system and access resources for their students. What is OSSE doing to put parents, families, and guardians in the best possible position to be informed, make early, proactive decisions about their student’s education and support, and get immediate, free assistance? Are these solutions helping? When will we know?

Early Intervention (EI) has proven invaluable for helping children exit from special education sooner. OSSE must modernize how it works with EI families, specifically how parents/guardians receive information and share evidence (e.g., videos, pictures) of their children’s progress with their related service providers (RSPs); so that parents/families can receive updates and feedback on their child’s progress in real-time with the outcome of ensuring their student exits from services. Additionally, funding should be used for liaisons from OSSE to directly assist families, particularly those transitioning from Part C to Part B.

Educators and schools need help. IDEA requires that a free appropriate public education—which includes special education and related services—be made available to each eligible child with a disability. And yet, there is a significant lack of capacity and training among school staff in special education. In OSSE’s 2019 District of Columbia Teacher Workforce Report, special education was flagged as one of the subjects areas with the highest need for teachers. Pre-pandemic, in 2018-19 school year, 22 percent of all special education positions had to be filled due to teachers leaving their school or new positions being created. I fear this issue has worsened during the pandemic. For example, we have heard of examples where Principals and Assistant Principals are serving as special education coordinators at schools, which is frankly absurd given their workload and responsibilities. Each school should have dedicated staff whose sole focus is assisting students with disabilities and their families. These individuals should also have full awareness of the laws and resources in place, as well as, proper training and certification in special education. The District must provide greater incentives for adults to specialize in special education, ongoing opportunities for professional development, and more support for educators while in school.

Lastly, the District’s low literacy rates demand urgent action from all leaders. In 2019, only 30 percent of students were proficient in reading. I applaud the DC Council for passing into law and funding the Dyslexia and Other Reading Disabilities Screening and Prevention Pilot Program Act of 2019. Ensuring this law is implemented quickly is a vital step in ensuring all students read at grade level by third grade regardless of where they live and go to school in the District; they are confident in their independent reading abilities and enjoy reading.

In closing, I have some additional items in my written testimony I urge the Committee of the Whole to follow up on.

For oversight:

• Require a status update on students inside the D.C. Jail and whether they are receiving education and services.

• The DC Council passed into law the Enhanced Special Education Services Act and finally funded that law. This law require schools to prepare students for adulthood at a younger age (14 years instead of 16 years); expands Part C eligibility from the previous standard; and shortens the time frame for evaluation. These reforms were well-researched and created with families and advocates across the city. What is the latest on the implementation of that law?

• District funding for students should be equitably distributed and consistently monitored. D.C. received $386,317,154 of American Rescue Plan funding and $5 million of dedicated K-12 support for special education. How are those funds being used to support students with disabilities?

Thank you for allowing me to testify today. I welcome any questions you might have.

SOURCES:

“EK12 Unfinished Learning Update Brief from Spring 2020-21.” Accessed January 27, 2022. PDF

“SWD Landscape Analysis October 2019.” OSSE.  Accessed January 27, 2022. PDF

“Mayor Bowser Announces DC to Receive $129 Million in Recovery Funding After Receiving Approval on State ARP ESSER Plan | Mayormb.” Accessed January 25, 2022. Article.

“District of Columbia Teacher Workforce.” OSSE. Accessed January 27, 2022. Report.

Education Experts Talk Student Literacy, COVID Learning Loss and How Teachers Can Confront the Widening Achievement Gap - The 74 Million

How hard can it be to teach kids how to read?

Well, if you ask Mary Clayman, it’s the equivalent of rocket science. “We cannot put any curriculum in front of a teacher and expect them to become a master of their craft,” said Clayman, Director of the DC Reading Clinic.

“There is a huge body of knowledge that teachers need to have access to and to understand to be able to adequately diagnose and intervene with a student.”

In her role at the reading clinic, Clayman trains teachers in the science of reading, which she defines as “this vast body of knowledge, decades of research, fMRI studies, which is cognitive science, information on the English language, [and] the theoretical underpinnings of how we think children acquire print.”

But that leads to a big question for education leaders: “Is the instruction in schools informed by this vast body of knowledge?”

Clayman was among a panel of experts assembled by the Progressive Policy Institute and The 74 on Wednesday to deal with the enormous question of how educators will close the achievement gap in literacy that has grown to a chasm during the COVID-19 pandemic. The panel was also sponsored by Education Reform Now DC.

(read more)

Jessica Giles, State Director of Education Reform Now DC (ERN DC), delivers testimony in favor of Mayor Bowser’s FY2022 budget and fiscal plan

WASHINGTON, D.C., (June 4, 2021) – Jessica Giles, State Director of Education Reform Now DC (ERN DC), delivered testimony today in favor of Mayor Bowser’s FY2022 budget and fiscal plan. The proposal outlines many critical investments that prioritizes community and with the inclusion of ERN’s priorities, can significantly advance educational equity among students.

Low-income communities and communities of color are currently experiencing concurrent crises in Washington, D.C. Over 80 percent of Coronavirus cases have disproportionately affected the Black community. Gun violence and homicide rates remain rampant. Workforce opportunities have narrowed and therefore have created job, food, and housing insecurity. For these reasons, and so many more, ERN remains deeply concerned about how these “at-risk” communities are not only coping and managing, but ultimately being supported.

Mayor Bowser recognizes the urgency of a budget reflecting critical investments for students in these unprecedented times and has consequently allocated a total of $8 million for school-based mental health services. Although ERN finds the Mayor’s investments to be vital and a testament to her commitment to the mental and emotional support of DCPS and charter school students, Director Giles recommends three key improvements be considered:

• Provide more significant support to students who are considered “at-risk” – To ensure the budget fully reflects the needs of our “at-risk” students, the budget must fully address vaccination access and hesitancy, specifically in Wards 7 and 8. Each year ERN urges the DC Council to raise the at-risk weight to move closer to fully funding the need and each year, ERN falls short. It is highly recommended that the DC Council further investigate and utilize the American Rescue Plan (ARP) Act funding to support the learning and well-being of “at-risk” students.

• Fully fund the expansion of school-based mental health (SBMH) to all remaining schools – While Mayor Bowser has allocated $5.8 million to the Department of Behavioral Health for SBMH, there is still an $841,000 gap to cover the real costs of providing services to all DCPS and public charter schools. ERN urges the DC Council to fill the gap by providing an additional $1.5 million in one-time federal dollars from the ARP to cover the costs. Findings also indicate there is a need for $4 million to restore funding for Community Based Behavioral Health Services back to FY20 levels.

• Ensure funding equity – While the proposed budget contains many crucial investments that ERN applauds, Director Giles raised concern about budget inequities between DCPS and public charter schools. To ensure funding equity, ERN urges the DC Council to increase facilities allowance and establish equity in stabilization funding for DCPS and public charter schools.

By implementing the aforementioned improvements to Mayor Bowser’s budget proposal, ERN believes the DC Council can facilitate the much-needed expansion in civic education and empowerment that will reflect the needs of all DCPS and charter students, particularly in the most marginalized and vulnerable communities.

Reimagining Voting in DC Through An Equity Lens

In the District of Columbia, we collectively rail against the disenfranchisement of DC residents in the Congress, and rightfully so. We do not have a right to vote on federal laws, yet we are governed by those laws and taxed to pay for them. Politics based on specious constitutional arguments have largely silenced DC residents for more than two hundred years. While DC continues its fight for statehood, the DC government should take all available steps to ensure DC residents can exercise a meaningful right to vote locally regardless of the times or who sits in Congress.

While some states seized upon the vulnerability bred from COVID-19 to disenfranchise voters, the DC Board of Elections implemented many new, positive changes to the voting process, including mail-in ballots, ballot drop boxes, and super vote centers. One of the critical decisions arising from the pandemic will be how we ensure participation in the Democratic process moving forward. We should view this as an opportunity to connect with our community and bring about new ways to allow all DC voters to participate in our democracy safely now and in the future.

Through my work with Democrats for Education Reform (DFER DC), I have led teams of DC residents who have reached out to more than 100,000 DC voters. Our goal is always to understand voter priorities as they relate to students. Voters want the opportunity to be heard, and we have worked nimbly to meet their needs. Last year, we retooled our entire Get Out the Vote approach to bring information to voters in new ways, encourage DC residents to register to vote absentee, and provide voters with ballot pick-up services. However, during this time, we noticed some areas in which the DC Board of Elections could improve its voter outreach efforts.

As we reimagine our voting process in DC, one of our first updates should remove transportation and information barriers. The Board of Elections implemented ballot drop-off boxes and curbside voting, which was beneficial to voters. They should consider increasing the number of ballot drop-off boxes and initiate ballot pickup plans in low-income housing areas and particularly at senior centers. Some of the voters we spoke to shared that they spent much of their lives, or were the legacy of those who spent most of their lives, exercising their right to vote because they had grown up knowing the cost of disenfranchisement. As a result of the pandemic, barriers such as inconsistent transportation options took that opportunity from them.

Additionally, the DC Board of Elections should ensure all eligible voters receive their ballot by mail before election day. Last year, I received my mail-in ballot on election day. Because I am able-bodied and have a career that keeps me informed about elections, I could vote early in person. I shudder to think what the delay may have cost people who needed more time to make an alternative plan.

The DC Board of Elections should also consider more comprehensive voter education and communication concerning election day challenges and the benefits to voting early. While we certainly saw an increase in early voting, as did most of the country, those caught within the injustice of the internet divide and, therefore, without access to the internet or an internet-connected device had fewer opportunities to receive critical information.

Another recommendation is to over-communicate the importance of postmark deadlines through radio ads, text messages, and other innovative media forms. Thousands of voters and I received news about early voting but no clear messaging around vote by mail postmark deadlines. Voters who dropped their ballot in a mailbox after the last U.S. Postal Servicepick-up on election day, lost their right to vote. Too many of the voters we met were unaware that this was a factor.

As we face the uncertain future, one thing is clear: now, more than ever, to truly do right by our communities and ensure robust participation in our democracy, here in DC and across the country, all states must reimagine their local election processes.  We must safeguard all residents’ right to vote and provide the tools for every voter to choose a voting plan that best works for them as individuals and the architects of our nation’s future.

Erika Harrell is the Deputy Director for DFER DC.

Statement on the Derek Chauvin Verdict

WASHINGTON, D.C. (April 21, 2021) — Democrats for Education Reform DC (DFER DC) State Director Jessica Giles released the following statement today on the verdict in the Derek Chauvin trial:

“The jury’s verdict of guilty on all charges provides a critical measure of accountability. As we breathe a collective sigh of relief, let us continue the work of dismantling white supremacy and systemic racism, which continue to oppress and kill Black people in America.”

Our students need a just and equitable recovery - DCLine

Since last year, many families have been grappling with COVID-related challenges from illness, death, job loss and social isolation. Our educators and school leaders have pushed forward, providing students with virtual and in-person learning. Despite their best efforts, many students’ academic progress — as well as their physical and mental well-being — has faltered.

Jessica Giles is the state director of Education Reform Now DC.

As DC continues to reel from the disastrous impacts of the coronavirus pandemic, we need to immediately meet students and families where they are right now and fully address the academic impact and the physical and psychological traumas caused by the pandemic. The mayor and the DC Council must do the following:

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Statement on the Death of WTU President Elizabeth Davis

WASHINGTON, D.C. (April 5, 2021)— Jessica Giles and Erika Harrell of Democrats for Education Reform (DFER DC) released the following statement regarding the death of Washington Teachers Union (WTU) President Elizabeth Davis.

“Today, we join our D.C. education community in mourning the life loss of long-time Washington Teachers Union President Elizabeth Davis.

Liz was a teacher for more than 40 years and rose to leadership within the WTU as a voice in DC public education when, across the country, there were very few women of color leading these conversations. As public education advocates and Black women who know the impact of quality education systems on our communities, we mourn her passing and will keep her family, friends, and colleagues in our hearts.”

DFER DC Appoints New State Director

Jessica Giles to Lead Work to Justly and Equitably Serve D.C. Students

WASHINGTON, D.C. (March 31, 2021)—Democrats for Education Reform (DFER DC) announced today that Jessica Giles has been appointed as the new State Director for the chapter, as well as its affiliate organization Education Reform Now DC.

Giles joined the organization in 2019 and has since served as Interim Director and Deputy Director, during which she’s advocated for strong, but just accountability for DC’s public education system and increased funding for education, mental health, and academic supports to equip all students with the tools they need to succeed.

“Jessica is an extraordinary leader who has already delivered powerfully for children in DC,” said DFER National President Shavar Jeffries. “As Deputy Director, she led the charge for ERN DC in calling for COVID relief funds to support publicly funded High Impact Tutoring for students who have fallen behind academically during the pandemic—an investment that will take effect later this year. She also advocated, in coalition with partner organizations, to successfully expand the school based mental health program to more than 60 schools in cohort two during the pandemic. Jessica is uniquely prepared to lead our chapter to the next level of impact for the District’s students, and we could not be more excited for the new horizons we will reach under Jessica’s stewardship.” 

Giles also drove ERN DC’s advocacy efforts to make the My School DC Lottery more equitable by providing the 47% of DC students identified as ‘at risk’—those who qualify for Temporary Assistance for Needy Families or the Supplemental Nutrition Assistance Program, are experiencing homelessness, are in the District’s foster care program or are one year or more older than expected for their grade in high school – a greater opportunity to attend the participating public charter school of their choice, beginning in school year 2022-2023.  

“As DC grapples with a concurrent crisis of a deadly pandemic, disrupted education system, mass unemployment, and continued racial inequity and injustice, I feel called to lead in this moment,” said Jessica Giles. “Our public education system in DC has improved, but it has not served all our students well. Education reform is about centering students in policymaking, advancing equity, and constantly improving our public education system so that our Black, Brown, English Learners, students with different abilities, LGBTQ+ students, and students from low-income families receive a high-quality education from preschool through postsecondary education and training that enables them to enter the workforce well-prepared and free from crippling student loan debt. We’re not there yet but I won’t stop fighting until this vision is realized,” continued Giles.

Previously, Giles served as Deputy Committee Director for the Council of the District of Columbia’s former Committee on Education. Having served on the Committee for nearly four years, Giles helped ensure greater equity in the childcare industry and public education. Specifically, under the leadership of former Councilmember David Grosso, Giles advanced legislation to protect the education rights of students with special needs, improve educational opportunities for students in the care of DC, and increase our supply of high-quality, affordable childcare for low-income families in DC. Giles also worked on issues in the Human Services committee, where she fought to protect the rights and dignity of individuals and families experiencing homelessness. Giles began her career as an early childcare provider in South Carolina. 

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About DFER DC

DFER DC recruits, educates, and helps elect Democratic and progressive candidates who are committed to creating a public education system in Washington, DC, that justly and equitably serves all students. Since 2015, DFER DC’s work aims to continue and accelerate the reforms that have made the D.C. the most rapidly improving urban district in the nation. Learn more about the organization at dfer.org.

Statement on the DC Auditor Education Data Audit

WASHINGTON, D.C. (March 10, 2021)—Democrats for Education Reform DC Interim Director Jessica Giles released the following statement in response to today’s release of the Office of the DC Auditor’s findings:

“The Office of the DC Auditor (DC Auditor) released an inflammatory report that implies our public education system has not collected the data which is necessary to measure student progress meaningfully. 

Having accurate data is essential for the District. It gives the general public accurate information on its schools and helps policymakers take actionable steps to close students’ opportunity gaps. The Office of the State Superintendent of Education (OSSE) has made significant strides in creating more robust data systems. It will need to develop stronger policies to improve data collection and build on its foundation.

Unfortunately, this report comes at a time when we can’t afford to fail our students. Many of our students, especially Black and Brown students, are experiencing difficulty learning and maintaining their physical and mental well-being. We must advance targeted solutions that will close the opportunity gaps that have plagued the District for far too long. Join us and our affiliate Education Reform Now in fighting for a just and equitable public education system for all students in the District of Columbia.”

Response to November 2020 DC Election Results

WASHINGTON, D.C. (November 9, 2020) — Democrats for Education Reform DC (DFER DC) Director Ramin Taheri issued the following statement in response to the unofficial results of the 2020 District of Columbia Council and State Board of Education (SBOE) elections:

“DC voters sent a clear message that they are ready for change. Voters want a more diverse DC Council and State Board, pragmatic progressives that prioritize student-first policies, and a public education system that justly and equitably serves all students.

DFER DC extends congratulations to the following newly elected DC Council and State Board members:

• Councilmember-Elect Christina Henderson (I-At-large), an experienced education policy professional, public servant, and welcomed new voice for underserved students.

• Councilmember Robert White (D-At-large), a compassionate leader, who has advanced progressive child-care legislation and ensured additional funding for students most in need.

• SBOE Representative-Elect Allister Chang (Ward 2), a nonprofit leader committed to disadvantaged families and ensuring all DC students are equipped with the skills to navigate our 21st-century society. He will also be SBOE’s first Asian-American member.

• SBOE Representative Frazier O’Leary (Ward 4), a long-time educator with a passion for seeing students succeed in and outside of the classroom.

• SBOE Representative-Elect Eboni-Rose Thompson (Ward 7), a leader of the Ward 7 Education Council and an advocate for fully funding Ward 7 schools.

• SBOE Representative-Elect Dr. Carlene Reid (Ward 8), a special education expert and educator.

• SBOE Representative-Elect Jacque Patterson (At-Large), a parent, 20-year education advocate, and founding DFER DC advisory board member.

DFER DC also congratulates Councilmember-Elect Janeese Lewis George (D-Ward 4) and incumbent Councilmembers Brooke Pinto (D-Ward 2), Vincent Gray (D-Ward 7), and Trayon White (D-Ward 8).

We look forward to your leadership in 2021 and remain committed to working with all members of the DC Council and SBOE to advance policies that are best for students. We continue to call on all elected officials to draw on the five building blocks of an equitable public education system to support all students, regardless of the neighborhood they live in or the school they attend.”

Statement on DCPS’s Decision to Postpone Reopening of Schools

WASHINGTON, D.C. (November 3, 2020) —  Democrats for Education Reform DC (DFER DC) released the following statement in response to the District of Columbia Public Schools (DCPS) announcement that elementary schools will not reopen on November 9 as originally scheduled.

“The original plan to reopen DC Public Schools, while admirable in its intent, missed the mark with many parents, teachers, and principals. We believe that today’s decision to postpone reopening was correct. 

Moving forward, Mayor Bowser and Chancellor Ferebee must work with principals, teachers, and families to devise a reopening plan that supports staff while allowing all students to receive high-quality instruction — regardless of whether they participate in person or virtually. Above all, the plan must prioritize the students and communities most likely to be negatively impacted by school closures, including students considered “at risk” and students with special needs. We urge all sides to make every effort to reach an agreement that makes reopening inclusive, equitable, and safe for all students and staff.”

DFER DC Releases Voter Guide on Education Issues

WASHINGTON, D.C. (October 2, 2020) — Democrats for Education Reform DC (DFER DC), an organization committed to creating a public education system in Washington, D.C., that justly and equitably serves all students, today released its first-ever DC Education Champions Voter Guide. The guide aims to help DC voters understand candidates’ positions on key education policy issues ahead of the November 3rd election.

“This year shows us that change must happen and it must happen now. There is no greater lever with which to change the broken status quo than the exercise of our most fundamental right as Americans: our right to vote,” said DFER DC Director Ramin Taheri. “As an organization dedicated to fighting for the students and families who are so often overlooked, we must ensure DC residents are well-informed and able to exercise their right to vote.”

The guide does not endorse any particular candidate. Still, the organization encourages eligible voters to pay attention to the candidates who have a strong understanding of the building blocks of an equitable public education system. These include resource equity, accountability, public school choice, teacher quality and preparation, higher education quality, affordability, and opportunity.

DFER DC obtained the information compiled and summarized in the guide from the candidates’ answers to the organization’s questionnaires, official campaign websites, and other publicly available sources.

The 2020 DC Education Champions Voter Guide is available at dc-edchampions.org through Election Day on November 3.

Our Mission, Vision and Values

Our Vision

 A public education system in Washington, D.C., that justly and equitably serves all students. 

Our Mission

To recruit, educate, and help elect Democratic and progressive candidates who are committed to creating a public education system in Washington, D.C., that justly and equitably serves all students.

Our Values

Student-centered.

• We are committed to prioritizing the success and well-being of students above all else. 

• We are committed to examining our policy priorities continuously to ensure that they are truly student-centered.

• We are committed to defending and advocating for just and effective policies that are in the best interests of students, even if those policies are unpopular or politically inexpedient. 

• We are committed to evidence over ideology, and to policy outcomes over political victories.

Anti-racist.

• We are committed to being anti-racist both in education and in our daily lives. 

• We are committed to examining and understanding our work through the lens of equity and racial justice.

• We are committed to breaking down the systemic barriers that perpetuate these injustices and inequities.

• We are committed to including in our policy formation and advocacy efforts the voices of historically marginalized communities.

Honorable.

• We are committed to operating in all aspects of our work with honor and humility.

• We are committed to acknowledging and learning from our past, and to continuously improving, as individuals and as an organization.

Collaborative.

• We are committed to working collaboratively, both within our organization and across the ecosystem of education, social-justice advocates, families, and communities.

• We are committed to acknowledging and appreciating all opinions, valuing the diversity of people and perspectives.

• We are committed to understanding and working within the interconnected nature of social justice work, acknowledging that harm and injustice anywhere affects students and families everywhere.

DFER DC Renews Commitment to Equity in Education

We are living in a time where transparency is critical for every organization. As we continue to learn from our past and strive for growth, we recognize that we must reaffirm our commitment to ensuring that public education is just and equitable in Washington, DC. So today, after engaging in many conversations with our community, we are announcing our first-ever core values, which aim to strengthen the foundation that Democrats for Education Reform DC (DFER DC) is built on and showcase our dedication to all DC students and families.

The new core values represent our recent reflection on how we want to show up, internally and with external partners, but most importantly, with the DC community. 

Student-centered.

• We are committed to prioritizing the success and well-being of students above all else. 

• We are committed to examining our policy priorities continuously to ensure that they are truly student-centered.

• We are committed to defending and advocating for just and effective policies that are in the best interests of students, even if those policies are unpopular or politically inexpedient. 

• We are committed to evidence over ideology, and to policy outcomes over political victories.

Anti-racist.

• We are committed to being anti-racist both in education and in our daily lives. 

• We are committed to examining and understanding our work through the lens of equity and racial justice.

• We are committed to breaking down the systemic barriers that perpetuate these injustices and inequities.

• We are committed to including in our policy formation and advocacy efforts the voices of historically marginalized communities.

Honorable.

• We are committed to operating in all aspects of our work with honor and humility.

• We are committed to acknowledging and learning from our past, and to continuously improving, as individuals and as an organization.

Collaborative.

• We are committed to working collaboratively, both within our organization and across the ecosystem of education, social-justice advocates, families, and communities.

• We are committed to acknowledging and appreciating all opinions, valuing the diversity of people and perspectives.

• We are committed to understanding and working within the interconnected nature of social justice work, acknowledging that harm and injustice anywhere affects students and families everywhere.

What’s next?

We are looking to our community – students, partners, parents, and educators for suggestions on improving our collaboration with you so we can fight together for a public education that is just and equitable in DC. 

Statement on National Voter Registration Day

Today, Democrats for Education Reform DC (DFER DC) celebrates National Voter Registration Day with millions of Americans who hope to inspire all eligible voters to exercise their right to be heard at the ballot box. 

Voting has never been more important. With a public health pandemic claiming lives and upending our economy, a critical U.S. presidential election, the threat of another Republican appointment to the U.S. Supreme Court that could roll back critical civil rights protections, and key local races that will determine the next DC Education Champions, we must ensure DC residents are well-informed and able to exercise their right to vote. As Barack Obama said, “There’s no such thing as a vote that doesn’t matter. It all matters.”

Next week, DFER DC will release its first-ever DC Education Champions Voter Guide. This guide aims to help DC voters learn where the candidates stand on issues affecting public education. It will be available at dc-edchampions.org through Election Day on November 3.

If you are not registered to vote in DC, we encourage you to do so by October 13, 2020 at https://www.dcboe.org/Voters/Register-To-Vote/Register-to-Vote. DC also offers same-day voter registration during early voting and on Election Day. (You will need to bring proof of residence with you.) All active voters should receive a mail-in ballot at their registered address beginning the first week in October. All DC mail-in ballot voters must sign the outside of the envelope before mailing their ballot. For more information go to www.dcboe.org. 

We encourage all DC residents to vote!