Student Service Hours – D.C. State Board Of Education October Monthly Meeting

Joshua Hodge

Policy and Communications Manager 

Education Reform Now DC

October 25, 2022 

Thank you President Sutter, Vice President Thompson, and Representatives of the D.C. State Board of Education. My name is Joshua Hodge, and I am a Ward 6 resident and public education advocate. I am submitting this written testimony on behalf of Education Reform Now D.C. (ERN D.C.) on the proposed changes to the high school student service hours requirement for all D.C. public school students. For those who may be unfamiliar with our work, ERN D.C. is a non-profit organization fighting for a just and equitable public education system in Washington, D.C. 

Currently, students are required to complete 100 hours of volunteer community service to graduate. The local education agency establishes the specific community service projects as well. During the pandemic, these service hours were waived. Now, the Office of the State Superintendent of Education (OSSE) proposes the hours be gradually increased in increments of 25 over the next four years back to 100 hours, from 25 in 2023 to 100 service hours in 2026, and to allow additional flexibility for transfer students. 

While we welcome a change to the student service hours requirement, we believe that OSSE’s proposal can be strengthened to better meet the needs of our students. We recommend capping the total number of hours required for graduation from 100 to 50 and allowing students to earn compensation for the service hours they work, and reimagining how students spend their time.

Cap the number of service hours to 50

The current number of service hours required is far too many for students, as some stakeholders have shared. With current Partnership for Assessment of Readiness for College and Careers (PARCC) data showing a steep decline in English Language Arts and math scores this additional time could be spent on studying, participating in high-impact tutoring, or preparing for life after high school. Recent data from EmpowerK12 shows that “students designated as “at-risk” were an average of 15-18 instructional months behind pre-pandemic national averages, and more affluent students were only 4-5 instructional months behind.” They predict that DC will regain pre-pandemic 2019 achievement levels in 2027 – five years from now. Therefore, we believe the total number of service hours should be lowered to 25 hours in 2023 and capped at 50 hours in 2024 and beyond. This is aligned with the D.C. State Board of Education’s High School Graduation Requirements Task Force recommendation to reduce the number of service hours to 50 in 2017.

Allow students to be compensated

OSSE’s proposal currently bans activities for which students are compensated, which we disagree with. DCPS states that students must complete “community service hours through a 501(c)(3) organization or a federal, state, or local agency” to “ equip students with the necessary skills and abilities for career and educational advancement as well as motivate students to take an active role as leaders in their communities.” We believe these goals can still be achieved through community service that is compensated. D.C. students should have the opportunity to be compensated for their service projects when funding is available. Nearly 50% of D.C. students are designated “at-risk”. Completing 100 hours of unpaid service may not be feasible for students who need to financially support their families. I know from personal experience, growing up in an extremely low-income household any amount of time that I was not in school, studying, or playing baseball was spent working to help support my family. About 30% of high school students have jobs.  

Reimagining how students spend their time

Lastly, we would ask OSSE and the State Board of Education (SBOE) to think more creatively about how the District might use these extra hours to give students a meaningful and rewarding jumpstart on life after highschool. 

• Dual Credit and Enrollment: Provide students with opportunities to receive high school and college credit for dual enrollment opportunities. The District has fallen out of step with other states who award both. 

• Early Career Pathways: Incorporate extended Marion Berry Summer Youth Employment Programming (SYEP), internships, or apprenticeship opportunities.

The Covid-19 pandemic has been hard on everyone, but especially on our students and schools. The last two and a half years have changed the way our students learn. Because of this, we think it is best to modernize and reimagine our high school student service hour requirement to better reflect this change so that students receive a just, equitable, and high-quality public education. Thank you for allowing me to submit my testimony. 

B24-0232 – “Student and Minor Access to Records and Transcripts (SMART) Act of 2021”

Kyle Myers

Community Organizer

Education Reform Now DC

Good morning, my name is Kyle Myers. I am a Ward 5 resident, equity advocate, and a Community Organizer for Education Reform Now DC (ERN DC). We are a non-profit organization focused on providing a more equitable public education system for all students. I am testifying today in support of B24-0232, the Student and Minor Access to Records and Transcripts (SMART) Act of 2021. I believe the DC Council should also consider amending it.

Students must have access to all of their documentation during the school year and post-graduation. Students need these records for a multitude of reasons: transferring to a different school, applying for college, or seeking admissions to trade schools or vocational programs. Despite everyone knowing the significance of having these documents, our students and adults, in some cases, still face challenges when attempting to retrieve them. 

Lower the age of those able to request records from 18 to 16 

The (SMART) Act will lower the age required for minors to request their records from 18 to 16 years old, which I support. Lowering the age will make it easier for students to act independently who are in foster care, victims of neglectful parenting, or experiencing homelessness. Please note that the Summer Youth Employment Program (SYEP) requires a transcript for students as young as 14 years old. The DC Council may want to review if sixteen is the right age cutoff.

Shorten the time to process record requests from 15 to 5 days

The amount of time it takes for a student to receive their transcripts can hinder their decision-making process when applying to colleges and put them at a disadvantage. As I recall my own personal experience, it took weeks for me to receive my documents (2016). I was 18 when I graduated high school. After several attempts of contacting the school, and getting the same response, I physically went to the campus and pleaded with one of the councilors, who then sent me my transcripts the following day. By this time, my options for colleges were limited because I had to submit the documents so late and I fell short of certain deadlines, which also resorted in fees from the colleges. There needs to be a considerably faster turnaround when students request these documents so they do not face the same issues when applying to colleges. These are crucial decisions, so students need all their documents to be returned quickly and made easily accessible. I recommend that this process is shortened from 15 to five days. 

Improve record keeping and sharing

Tyrik Williams, a ward five resident, DC voter, and a friend who attended a High School in DC faced a different challenge after graduating in 2016 at 17. He was, unfortunately, incarcerated for 18 months. After being released in 2017, he attempted to retrieve his transcripts and other documents necessary to pursue new opportunities, such as finding a job and enrolling in a vocational education program. Again it took multiple attempts to contact the school administration just for them to reach a dead end. The administrators informed him that they could not locate his transcript. This was a major hindrance to his goals due to the misplacement of his records and the time it took to retrieve them. It also served as a mental deterrent for a young Black man trying to recover and succeed. 

Additionally, The DCist published a story about how a student named Aaliyah Jones was told she had to take additional classes after she graduated from National Collegiate Prep. The DC Council should continue to push the Office of the State Superintendent of Education to quickly build the student data warehouse so all local education agencies (LEAs), students, and families have easily accessible records. 

Educate students on this new policy

If passed, the DC Council should also require all LEAs to include this policy on their websites and in student handbooks along with information on student privacy. 

Thank you for introducing this legislation and holding a hearing on it. This is the first step of ensuring more strategic thought, planning, and execution goes into sharing student records. Thank you for allowing me to testify. 

B24-0665 – “Access to Advanced Placement Exams Amendment Act of 2022”

Jessica Giles

State Director

Education Reform Now DC

Good morning, Chairman Mendelson and members and staff of the Committee of the Whole. My name is Jessica Giles. I am a ward seven resident and State Director 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 the District of Columbia. 

I will be testifying today on Bill 24-0665 – “Access to Advanced Placement Exams Amendment Act of 2022,” and my colleague Kyle Myers will be testifying on Bill 24-232, “Student and Minor Access to Records and Transcripts (SMART) Act of 2021.” Overall, we support the intent of Bill 24-0665, which is to provide homeschooled students with a public school location to take the AP exam. However, my testimony will focus on ways to increase transparency in AP data and improve AP exam passage rate.

Why are AP courses necessary?

AP courses offer many benefits to students. Regardless of the score students receive on the AP exam, completing an AP course and exam confers many benefits to students:

• The opportunity to take college-level coursework in high school help sharpen skills needed to transition from high school to college. 

• Students who take AP courses and exams have better college outcomes than their peers. AP courses helps students attract colleges and universities. 

• Students who complete an AP exam, typically with at least a score of three, can earn college credit, which can save students time and money in the future. 

Therefore, it is incumbent upon the District to continue to improve transparency in AP data, strengthen AP passage rate, the access and quality of AP courses because it is an important college readiness tool.

INCREASE TRANSPARENCY IN AP DATA

(1.) Not all DCPS and public charter high schools offer AP courses. There are 42 public high schools but only 36 public high schools in DC offered AP courses in 2019 and 2020 according to the College Board data. The DC School Report card reveals a much higher number of schools not offering AP courses.

(2) It is difficult to determine which AP courses are taught at schools. This information isn’t found on the DCPS data set. It’s not on the DC School Report Card. And it is may not be found on the individual school’s website. This makes it difficult for students and families to make the choice to take AP courses, and for the District to determine where there are gaps in subject area offerings. 

(3.) Check how DC schools determine eligibility for AP courses. It is my understanding that the District does not automatically enroll students into AP courses once they’ve demonstrated proficiency in a subject. The District should strongly consider implementing this policy. 

Automatic enrollment is a strong equity strategy that is proven to increase the number of students of color taking advanced coursework because it removes requirements, such as the need for a teacher recommendation or additional testing that often act as barriers to advanced learning. How it works: students who are in ninth grade or higher are automatically enrolled into an advanced course in a subject related to one in which the student demonstrated proficiency on the prior year’s statewide assessment or on another measure that demonstrates the student’s ability to succeed in the advanced course. Parents would be able to decide to remove their children from automatically enrolled classes and exempt their children from any automatic enrollment. Colorado, Nevada, North Carolina, Washington, and Illinois have made great strides on this issue. 

IMPROVE AP CREDIT TRANSFER RATE

In 2018, DC’s average AP scores was 2.78, which places us 36th in the nation.

(1.) In 2018, DC was number 1 in the nation for average AP score for white students and number 46 in the nation for average AP score for Black students. This exposes very troubling opportunity gaps in our education system. 

(2) DC does not have a policy mandating that students are awarded credit for minimum scores on AP courses. Any student who scores 3 or higher on the AP exam should receive credit for that course. According to the College Board, a “3” is the equivalent of a C or C+ in a college-level course. Only two higher education institutions in the District accept 3’s on the AP exam. All colleges and universities in the District of Columbia should change their policy to give students credit for making at least a three on the exam. The District can do something about this:

1. 36 states have already passed laws like this, including Virginia. By not implementing this policy, the District incentivizes our students to go out of state to receive credit. 

2. Most students who attend school in the District of Columbia enroll in UDC or Trinity Washington University. While UDC may accept threes, there is no clear information about their policy on their website, and Trinity University accepts mostly 4’s and 5’s on the exam. Both UDC and Trinity should share data with the DC Council on how many students take AP exams each year and how many students receive credit.

3. Many Hispanic, Black, and Asian students in the District of Columbia do not score 4 or 5 on the exam.

The DC Council must urge DC higher education institutions to accept threes on the AP exam to open up opportunities for our students to receive credit in these courses.

STRENGTHEN TEACHER PREPARATION

About half of the educators teaching AP courses in DCPS did not major in the subject they were teaching. I strongly urge the Committee of the Whole to follow up on this issue to understand how DCPS is tackling this issue.

In closing, I encourage the Committee of the Whole to strengthen college and career readiness in the District of Columbia by increasing transparency in AP score data and improving the AP credit transfer rate. Thank you for allowing me to testify today. I am available to answer any questions you may have.

From:  James Murphy, Senior Policy Analyst, Education Reform Now

To: DC Council’s Committee of the Whole

Date: September 27, 2022

Subject: Advanced Placement (AP) in DC

1. 36 public high schools in DC offered AP courses 2019 and 2020, according to College Board data. 

2. How many AP tests were taken by Black students in DC schools (public and private) between 2018 and 2020 and what percent passed, from College Board data.

3. AP Performance and Participation in DC Public Schools, taken from DC School Report Card Data.  It is important to note that the participation rate is a share of all students, while the performance rate is a share of all test-takers who got a 3 or higher on the AP or a 4 or higher on the IB.  I calculate the share of the total population with a passing score by multiplying the participation share by the performance share.

In case comparative (pre-COVID) data is useful.

4. Average AP scores by state and median income (2018) and by race/ethnicity. DC is not doing well. These charts include public and private high school students; they can’t be disaggregated. I would ignore the income data. It’s not disaggregated by race/ethnicity.

ALL Students

Asian American

Black:  DC’s Black students’ average AP score ranks 46th in the nation.

Latino

White:  DC’s White students ranked  #1 in the nation for AP scores

Here’s another way to look at average AP Scores.

5. A study of DCPS participation and pass rate showed growth in participation and pass rate, but the pass rate is very, very low.

One problem:  about half the people teaching AP courses did not major in the subject they’re teaching. 

DFER DC Endorses Brandon Best for the State Board of Education

Brandon is the Best candidate!

FOR IMMEDIATE RELEASE Contact:

Joshua Hodge
jhodge@dfer.org 

WASHINGTON, D.C. (September 22, 2022) – Today, Democrats for Education Reform D.C. (DFER D.C.) announced its endorsement of Brandon Best, a candidate for the Ward 6 seat on the D.C. State Board of Education. The general election is on November 8, 2022.

“Brandon Best is a second-generation Washingtonian with 18 years of experience as an educator and school administrator. When elected, he will continue to deliver powerfully for students and families in ward six and across the District of Columbia,” said DFER D.C. State Director Jessica Giles.

“Brandon has a strong record of serving students and families in the District. He organized a series of student-led Safe Passage Community Conversations with DC schools. He set aside emergency funds to provide food and supplies during the COVID pandemic. He created parent curriculum guides and launched family engagement labs. 

“Brandon is committed to developing innovative solutions and advancing best practices to solve myriad education challenges here in the District. He will work to ensure students get safely to and from school, have state-of-the-art school facilities, and have joyful learning experiences that prepare them for life after high school.

“Simply put, Brandon is the Best candidate for the Ward 6 seat on the DC State Board of Education.”

About DFER D.C.

DFER D.C. is dedicated to eliminating racial inequity and discrimination in the D.C. public education system by supporting leaders who champion student-centered policies.

DFER DC Endorses Carisa Stanley Beatty for the State Board of Education

Carisa is the ward five education champion we need in office!

FOR IMMEDIATE RELEASE Contact:

Joshua Hodge
jhodge@dfer.org 

WASHINGTON, D.C. (September 22, 2022) – Today, Democrats for Education Reform D.C. (DFER D.C.) announced its endorsement of Carisa Stanley Beatty, a candidate for the Ward 5 seat on the D.C. State Board of Education. The general election is on November 8, 2022.

“As the only native Washingtonian and Black mother running for the Ward 5 seat on the D.C. State Board of Education, Carisa Stanley Beatty is an equity champion that will fight for all families to have a seat at the table,” said DFER D.C. State Director Jessica Giles. 

“Carisa Stanley Beatty knows every student needs a safe and secure place to live, play, and learn. She has a track record of creating affordable opportunities for families to own their home in the District of Columbia. She created D.C. Open Doors, which provides financial assistance to those seeking to own their home, and the HomeSaver Program, which prevents homes from going into foreclosure. When elected, she will work to improve safe passage to and from school.

“Carisa is laser-focused on educational equity. She will work to enhance social-emotional supports, increase out-of-school time programming, and ensure all students are ready to enter into high-demand, well-paid careers. 

“Carisa will put ward five students and families first and fight for them daily. She is the ward five education champion we need in office.”

About DFER D.C.

DFER D.C. is dedicated to eliminating racial inequity and discrimination in the D.C. public education system by supporting leaders who champion student-centered policies.

Bill 24-570 “Schools First in Budgeting Amendment Act of 2021”

Jessica Giles

State Director

Education Reform Now DC

Good afternoon, Chairman Mendelson and members and staff of the Committee of the Whole of the DC Council. My name is Jessica Giles. I am a ward seven resident and State Director 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. I am pleased to provide testimony on Bill 24-570, the “Schools First in Budgeting Amendment Act of 2021.” 

On January 20, 2022, I testified before the DC Council on the first version of this bill and urged the DC Council to adopt three recommendations: review DCPS’ new budget model before making any changes to their budgeting process; create a more transparent and accessible tracking system of expenditures across our public education system; and require the Mayor to complete a new adequacy study of the Uniform Per Student Funding Formula (UPSFF) every five years. Thank you for listening and advancing those recommendations. DCPS has implemented a new budget model that is more equitable. The public can see federal investments and expenditures, and the adequacy study will get kicked off in January 2023. Additionally, the DC Council approved a 5.9% increase to the UPSFF in FY2023 and created two new concentration weights for students designated as “at-risk.” These are all critical investments as the District seeks to accelerate learning after the devastating impact COVID has had on our students, families, educators, and schools.

Now, turning to Bill 24-570 itself. We support extending the time the DC Council and the public have to properly review DCPS’ budget calculation and require the local education agency (LEA) to share only one budget document (lines 100-107). These positive process changes will help enhance transparency and clarity during the budget process. Overall, however, we believe the bill is overly prescriptive and would cause negative consequences.

Issue #1: We believe funding must follow the student, with increased spending on students furthest from opportunity. Lines 73-76, however, would allow a school to keep its same level of funding (for up to a classroom of students) at the expense of schools with increased enrollment. We need every school working to enroll and retain students. A provision that would allow DCPS to keep 95% of its prior year’s funding is already codified into law. 

Issue #2: We are concerned that lines 90-94, which replace federal funding with local funding, would cause a multi-million dollar funding hole when federal relief funds are exhausted. There are limits to the number of cuts DCPS could make to the central office to give more to those few schools with rising enrollment while still providing essential services necessary to run a large system. Further, if DC were to increase funding for the UPSFF to help DCPS fund the hold harmless provisions in this bill, it may mean fewer funds for programs that support public education outside the UPSFF. 

School funding must be equitable, flexible, transparent and accessible, and predictable and stable. 

• Equitable, with resources following students and additional spending is on students with higher needs, so all students get the resources they need to meet high standards and thrive.

• Flexible, so that school leaders can invest in a combination of resources that drive student learning and meet the distinct needs of their students.

• Transparent and accessible, with clear, easy-to-understand rule for where, how, and why funds are distributed, so school communities can hold districts accountable for distributing funds equitably and so that principals and families understand changes in their enrollment and student needs.

• Predictable and stable, so that school system leaders understand how changes in their system’s context affect funding, and so that big changes in funding from year to year don’t disrupt strategies and services that are particularly important in high-need schools. 

All of these strategies must work optimally together to ensure that our public education system prepares every student to reach their limitless potential. Thank you for allowing me to testify today. 

President Biden Makes Historic Investments In Student Loan Forgiveness

For immediate release contact:

Joshua Hodge

jhodge@edreformnowdc.org

Washington, D.C. (August 25, 2022) –  Yesterday, President Joe Biden proposed historic investments in higher education as he is now set to cancel up to $10,000 in student debt for most public loan borrowers and up to $20,000 for Pell Grant recipients. “We want to thank President Joe Biden and his staff for prioritizing higher education affordability. As we look to recover from the effects of the pandemic and continue to build as a nation, this investment in higher education will help alleviate the great debt many former and current students are facing,” stated State Director Jessica Giles. 

“D.C. borrowers owe an average of $55,500, which is the highest in the country. Elected officials must hold colleges and universities accountable for providing high-quality, accessible, and affordable education to all students, including but not limited to ending the harmful legacy preference in the college admissions process and expanding dual enrollment opportunities for all students.” 

ERN DC ESSA State Plan Amendment Public Comment

Dr. Christina Grant, State Superintendent of Education 

Office of the State Superintendent of Education 

1050 First Street NE

Washington, D.C. 20002

Dear Dr. Grant,

We are pleased to submit a public comment to the Office of the State Superintendent of Education (OSSE) regarding its proposed amendment to the Every Student Succeeds Act (ESSA) State Plan for Accountability. OSSE must make bold changes and adopt new ways of thinking so that all our students recover from the COVID-19 pandemic and have a just and equitable public education in the District. 

In February, 50 members of our community wrote a letter urging you to adopt five recommendations that would improve accountability in our public education system, namely:

1. Re-strategize and refocus outreach efforts to ensure that families in all eight wards know that the D.C. School Report Card and Transparency and Reporting (STAR) Framework is a tool they can use to help them make decisions about schools.

2. Get buy-in from families and D.C. residents in all eight wards, particularly those furthest from opportunity, on how best to use the D.C. School Report Card and STAR Framework to serve their students better.

3. Improve, but do not eliminate the single summative rating.

4. Administer the district-wide annual assessment exam this spring. 

5. Get serious about innovation and school improvement.  

We are pleased to see the adoption of the first four recommendations and look forward to seeing progress on the fifth. As OSSE considers advancing its proposed amendment to the ESSA State Plan for Accountability, we urge you to ensure all changes are equitable, accessible, and transparent. Therefore, we offer the following eight recommendations to improve the amendment: 

• Increase the weight of the “students with disabilities” student group

• Increase the weight of students of color within the race/ethnicity student group, while holding them to high standards 

• Remove median growth percentile

• Ensure D.C. has an effective statewide annual assessment

• Incentivize the expansion of dual enrollment and dual credit as a school quality & student success indicator

• Include structured literacy training for all educators in elementary schools

• Provide clear information on school quality 

• Harness the accountability system to support schools

Guiding Principle #1 – Equity: 

Increase the weight of the “students with disabilities” student group

We applaud many of the changes OSSE makes to the student groups, including changing the term “at-risk” to “economically disadvantaged” and increasing the “economically disadvantaged” weight from 5% to 40%. With these changes, OSSE is demonstrating an understanding that our accountability system must prioritize and serve student groups who are furthest from opportunity, which is a step in the right direction. Because placing a greater emphasis on serving students furthest from opportunity is the right and smart thing to do, OSSE should also increase the weight of the “students with disabilities” subgroup. Students with disabilities experience the most significant challenges in public education in D.C, particularly students of color who are economically disadvantaged with disabilities. Students with disabilities have the lowest PARCC exam scores in ELA and Math and the lowest graduation rates. They also are more likely to be discriminated against, disciplined, and not attend college. We also know that the COVID-19 pandemic only exacerbated these inequities. OSSE should increase the weight of the students with disabilities subgroup by taking five points from the “all students” group and applying it to a new subgroup, “economically disadvantaged students with disabilities.”

Increase the weight of students of color within the race/ethnicity student group while holding them to high standards 

Currently, OSSE proposes 15 percent for the race/ethnicity student group, divided evenly between all race/ethnicity student groups. Dividing evenly between all groups undermines the purpose of having the metric there in the first place. We recommend that OSSE keep the overall 15% weight but increase the weight of students of color within the race/ethnicity student group. OSSE must hold students of every race and ethnicity to the same high expectations while acknowledging the harmful impact that racism has on marginalized groups.

Remove Median Growth Percentile

We must hold all schools to high standards when preparing our students for life, school, and career. By using median growth percentage, OSSE focuses on how well a student is doing compared to their peers across the District and the country, rather than whether they are growing towards grade-level expectations. This change will likely hide where our problem spots are in public education by relying on relative, rather than absolute, growth. We recommend placing the entire growth weight in Growth-to-Proficiency and Approaching Expectations and removing Median Growth Percentile. 

Ensure D.C. has an Effective Statewide Annual Assessment

Because there have been hundreds of years of racism, discrimination, and lowered expectations for students of color within our public education, it is vitally important that we have objective academic measures that can be reliably and validly measured within our accountability system. With that said, we are disappointed that OSSE appears to be moving away from the PARCC exam. We urge OSSE to keep PARCC, or at least a high-quality statewide annual assessment with the following crucial features:

• Culturally responsive

• Offer Smarter Balance Assessment

• Assess both problem-solving and critical thinking

• Ensures student learning aligns with the Common Core standards

• Offer numerous accommodations for students with learning challenges and disabilities

• Make the data more useful for students and families by providing rapid results — paired with the key academic standards we should focus on next with our students — along with access to resources explaining how parents can support

Guiding Principle #2 – Accessibility: 

Incentivize the Expansion of Dual Enrolment and Dual Credit as a School Quality & Student Success Indicator

We support the addition of a dual enrollment indicator and would encourage the addition of dual credit. States across the country are moving away from a model which only affords students with dual enrollment courses for college credit towards a model which allows students to receive both high school and college credit for completing the course. Too few students get dual credit opportunities in D.C., and we are an outlier in this regard. By providing dual credit courses, students have more time to devote to other important college and career activities. They are more likely to treat dual credit courses as part of their core academic experience rather than an extra or supplemental enrichment activity. We also encourage OSSE to ensure all schools offer rigorous AP/IB opportunities.

Include Structured Literacy Training for All Educators in Elementary Schools

Because only 30% of students are proficient in reading by fourth grade, we recommend that OSSE add a metric for schools that provide educators serving students K-5 with structured literacy training, which is shown to improve literacy for all students, particularly those with reading difficulties like Dyslexia. This training ensures that the District remains serious about ensuring every student can read on grade level. At the very least, this information should be published on the D.C. School Report Card. 

Guiding Principle #3 – Transparency: 

Provide Clear Information on School Quality 

We believe it’s important for OSSE to identify struggling schools and support them. Currently, OSSE is considering removing the summative rating for schools and providing an “accountability calculation.” Regardless of whether the District moves away from STARS, we believe it is essential for parents and families to have a single transparent summative calculation for determining how well a school serves each student population across all metrics every year. Even more importantly, OSSE must clearly and effectively explain in an easy-to-understand and accessible manner how it arrived at that calculation and why. 

Harness the Accountability System to Support Schools

ESSA requires states to set aside 7% of Title I funds for schools identified in need of support, and we do not know what happens with the funding. Further, it is unclear what happens to a school after three years of support. OSSE should make its action plan explicit so the public is aware and can play an active role in holding schools accountable for student success. 

In closing, we urge you to adopt our key recommendations to incentivize equitable change within our public education. As always, we look forward to continuing to partner with you to ensure that all students have just and equitable opportunities in the District.

Sincerely, 

Jessica Giles

State Director, Education Reform Now D.C.

CC: 

Rep. Jessica Sutter, President, D.C. State Board of Education

Rep. Eboni-Rose Thompson, Vice President, D.C. State Board of Education

D.C. State Board of Education

Minetre Martin State board of Education SR22-3 Student Attendance Testimony

Good evening, my name is Minetre Martin. I am a ward four resident, former educator, and Community Organizer for Education Reform Now D.C. (“ERN DC”). ERN DC is a non-profit organization fighting for a just and equitable public education system for all students. Thank you all for turning your attention to the multifaceted nature of reported chronic absenteeism and truancy in the District of Columbia. 

Clarifying our attendance policies is an important start to adequately supporting DC public school students with attendance. Therefore, we generally support SR22-3, “Approve the District of Columbia’s Amendments to the Compulsory Education and School Attendance Regulations. ” However, our attendance policy enforcement and support system for students would be stronger if we had early warning indicators, clarity on certain terms, adequate attendance training, and appropriate staffing for students with attendance issues. We urge the Office of State Superintendent of Education (OSSE) to address these issues, described below: 

1. Include early warning indicators to inform parents of absences in a timely manner at all schools 

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. In a conversation 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 without being informed. 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. Local Education Agencies (LEAs) should adopt solutions for quickly and consistently notifying parents about a student’s attendance record; this may include, allowing time during professional development days to update parents on the state of their child’s attendance, or considering applications or technology that will immediately alert parents when students are late or absent. 

2. Provide clarity on the terms being used, such as “chronic absenteeism”, “truancy”, and “partially present”. 

During your July 6th working session with the OSSE, many board members, as well as Councilmember Trayon White, sought clarification regarding the meaning, purpose and application of attendance. There were many clarifying questions around how we define terms such as chronic absenteeism, truancy, and partially present that will not be changed in this revision. Given that these questions came from individuals who work with education policy daily, we can only imagine how unfamiliar and confusing the terms must seem. In order to ensure school administrators responsible for reporting attendance data can fully understand, clearly articulate, and ensure adherence to the new policy, encourage LEAs to create a chart and visuals that schools can share with their staff, families, and students. An excellent PowerPoint presentation has been provided to the public by the Everyday Counts! Taskforce explaining the policy in detail, and it could be a valuable resource when presenting changes to leaders.1 

3. Provide adequate training to teachers on how to report absences

In your 2021 Teacher and Principal Attrition in the District’s Public Schools Report2, on average, twenty-five percent of DC public schools teachers leave their schools annually and continues to be a persistent problem especially since the COVID-19 pandemic. The process of filling these positions will take time and a great deal of attention for schools severely understaffed. It is important that OSSE make note of severely understaffed schools, especially ones with multiple administrative 1 The Everyday Counts! Taskforce: Chronic Absenteeism PowerPoint2 Teacher and Principal Attrition in the District’s Public Schools Report vacancies and prepare quality materials to support with training new staff on reporting attendance. 

4. 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. 

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.

Joshua Hodge State Board of Education SR22-4 ESSA Amendment Testimony

Thank you and good evening President Sutter, Vice President Thompson, and Representatives of the D.C. State Board of Education. 

My name is Joshua Hodge, and I am a Ward 6 resident and public education advocate. I am testifying on behalf of Education Reform Now D.C. (ERN D.C.) on the Every Student Succeeds Act (ESSA) State Accountability Plan Amendment. For those who may be unfamiliar with our work, ERN D.C. is a non-profit organization fighting for a just and equitable public education system in Washington, D.C. 

While there are many positive changes to the State Accountability plan that we support, we believe the plan can be strengthened. On July 7, we submitted a public comment to the Office of the State Superintendent of Education (OSSE) urging the adoption of eight recommendations to ensure the plan is equitable, accessible, and transparent so that all students receive the high-quality education they deserve. The eight recommendations are the following:

1. Increase the weight of the “students with disabilities” student group

2. Increase the weight of students of color within the race/ethnicity student group, while holding them to high standards 

3. Remove median growth percentile

4. Ensure D.C. has an effective statewide annual assessment

5. Incentivize the expansion of dual enrollment and dual credit as a school quality & student success indicator

6. Include structured literacy training for all educators in elementary schools

7. Provide clear information on school quality 

8. Harness the accountability system to support schools

The Covid-19 pandemic has been hard on us all, but especially on our students and schools. The last two years has changed the way our students have learned and the way classes are taught. Because of this, we think it is best to modernize our D.C. school accountability system to better reflect this change and include additional equity measures so that all students, especially those furthest away from opportunity, receive a just, equitable, and high-quality education. Thank you for allowing me to testify. 

D.C. election is referendum on status quo versus liberal shake-up - The Washington Post

Since then, the education-focused group Democrats for Education Reform DC — a branch of a national group that has chapters in seven states and the District — has emerged as by far the biggest outside spender in the election, fueling conversations about DFER’s support for Bowser and council candidate Eric Goulet due to their embrace of mayoral control and charter schools.

(read more)

DFER D.C. Congratulates Rep. Oye Owolewa on Reelection

FOR IMMEDIATE RELEASE CONTACT: 

Joshua Hodge

jhodge@dfer.org

WASHINGTON, DC (June 25, 2022) — Following the reported results for the U.S. Representative race in the D.C. Democratic Primary on June 21, 2022, Democrats for Education Reform D.C. (DFER D.C.) State Director, Jessica Giles, released the following statement:

“We are proud to congratulate Representative Oye Owolewa on winning the D.C. Democratic Primary. Rep. Owolewa is a champion for D.C. statehood, a passionate advocate for our students and families, and a dedicated community servant. I am confident he will continue to fight for all of our civil rights and human rights.” 

Read DFER D.C.’s full endorsements of Rep. Owolewa at www.dferdc.org. 

About DFER D.C.

DFER D.C. is dedicated to eliminating racial inequity and discrimination in the D.C. public education system by supporting leaders who champion student-centered policies.

DFER D.C. Congratulates Mayor Muriel Bowser and Chairman Phil Mendelson, Celebrates Citywide Victories For All Students

WASHINGTON, D.C. (June 22, 2022) — Following the reported results for the D.C. Mayoral and Council Chairperson’s race in the D.C. Democratic Primary on June 21, 2022, Democrats for Education Reform D.C. (DFER D.C.) State Director Jessica Giles released the following statement:

“D.C. Democrats voted for strong leaders with a record of delivering for students, families, and educators who will move the District forward,” said DFER D.C. State Director Jessica Giles  

“During her time in office, Mayor Muriel Bowser fought for schools to be safely reopened during the COVID-19 pandemic and invested in historic public education funding. Chairman Phil Mendelson increased funding for schools serving high percentages of students designated as “at-risk” and expanded the school-based behavioral health program.”

“We are thrilled with these victories and know when elected in November, they will serve the District of Columbia well in the fight for more equitable funding and better results for all our students, families, and educators.”

Read DFER D.C.’s full endorsements of Mayor Bowser and Chairman Mendelson at www.dferdc.org. 

About DFER D.C.

DFER D.C. is dedicated to eliminating racial inequity and discrimination in the D.C. public education system by supporting leaders who champion student-centered policies.

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

CONTACT: Joshua Hodge

jhodge@dfer.org 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

DFER D.C. ENDORSES OYE OWOLEWA FOR U.S. SHADOW REPRESENTATIVE IN THE JUNE 21 PRIMARY

(Washington, DC) June 1, 2022 – Today, Democrats for Education Reform D.C. (DFER D.C.) announced its endorsement of Oye Owolewa. He is running for reelection as United States Representative in the Democratic Primary on June 21.

“We are proud to support Rep. Oye Owolewa for re-election. He is a champion for D.C. residents’ civil rights, a passionate advocate for our students and families, and a dutiful community servant,” said DFER D.C. State Director Jessica Giles.

During his first term as a United States Representative, Rep. Owolewa admirably and honorably fought for D.C. Statehood. He wants to reinvent our public education system. He believes investments in early professional mentorship programs and career development pathways will help ensure every student reaches their fullest potential. He supports many critical issues for students and families, including Deferred Action for Childhood Arrivals (“DACA”) and gender-affirming health care. He has previously served as a Ward 8 Advisory Neighborhood Commissioner and volunteers his free time at a neighborhood elementary school. 

About DFER D.C.

DFER D.C. is dedicated to eliminating racial inequity and discrimination in the D.C. public education system by supporting leaders who champion student-centered policies. More information can be found on our website here.

ERN DC Statement on the Tragic Events in Uvalde Texas

Joshua Hodge
jhodge@edreformnow.org 

WASHINGTON, D.C. (May 25, 2022) – Yesterday afternoon in Uvalde Texas, a gunman entered a local elementary school and took the lives of 19 students and two teachers. Education Reform Now D.C. released a statement in response:

“This tragedy is yet another grim reminder of the multiple heartbreaking acts of gun violence in schools, which have taken countless lives. Many of us remember the school shootings at Columbine High School, Virginia Tech University, Parkland High School, and Sandy Hook Elementary, but acts of violence such as these are no longer random isolated instances but are becoming the norm. This is the 27th school shooting this year,” said State Director of Education Reform Now D.C. Jessica Giles.

“All of our students and educators have a right to a safe learning and working environment, and our families have the right to send their students to school knowing they will be safe,” Giles said.

Giles continued, “We continue to mourn with the students, teachers, and families of the victims at Robb Elementary School.”

DFER D.C. Endorses Eric Goulet for Ward 3 Council in the June Primary

Today, Democrats for Education Reform D.C. (DFER D.C.) announced its endorsement of Eric Goulet. He is running for the Ward 3 seat of the D.C. Council in the Democratic Primary on June 21.

“Eric Goulet is a parent of two children and a champion for public education. During his 19 years of public service in the District of Columbia, he helped pass landmark legislation to support all students and families. When elected, we know he will continue to deliver for students and families,” said DFER D.C. State Director Jessica Giles.

“Eric is a firm believer that we must do more to support all D.C. students. During his career, he helped fund universal pre-kindergarten for all 3- and 4-year-olds and led an effort to draft and pass the Birth to Three For All DC Act. He helped increase the Uniform Per Student Funding Formula so all schools have adequate funds to support their students. He also worked to provide D.C. Public Schools and D.C. public charter schools with adequate funding for school modernizations and the public charter facilities allotment.

Most recently, Eric worked with our community to help provide behavioral health support to all students by increasing investments in the school-based behavioral health program.

Simply put, we know Eric has the experience and expertise to get the job done for Ward 3 students and families.

We want to thank all of the Ward 3 candidates who met with us and want to highlight, in particular, the wealth of great options voters have in this race:

Deirdre Brown is a third-generation Washingtonian, former Advisory Neighborhood Commissioner, and passionate advocate for students. Her personal experience as a mother of five gives her unique insight into the challenges facing parents and families in DC.

Ben Bergmann is a father of two children, a current Advisory Neighborhood Commissioner, and a former teacher. His ability to break through the political noise and build consensus is exemplary.

Phil Thomas, a former teacher, has a long record of fighting for Democratic values in Ward 3 and across the city, and we know he will continue to serve his community, and our Party, just as he always has.”

Election information:

For important information on how to register to vote and key election dates, click this link here.

About DFER D.C.

May 10 Rally Media Advisory

**MEDIA ADVISORY**

Wednesday: DC Alliance & ERN DC to Hold ‘Stop the Shortchange Rally’ at Wilson Building

Washington, D.C. – This Wednesday, May 10 at 8:30am during Teacher Appreciation Week and National Charter Schools Week, the DC Charter School Alliance and Education Reform Now D.C. will hold a rally on the steps of the John A. Wilson Building in support of public charter educators and schools and urging DC Council not to shortchange public charter school students, and their educators by $187 million. They will be joined by D.C. Council Chairman Phil Mendelson, school leaders, educators, parents, advocates, and other elected officials.  

What:The D.C. Council’s first major vote on the budget is on May 16 and currently, public charter schools are set to receive $187 million less than DC Public Schools. Ahead of the May 16 vote, education advocates are calling for:

• Ensuring FY2024 and future budgets require public school funding and educator compensation raises to be allocated through the Uniform Per Student Funding Formula so that all public schools and educators receive increases.

• Allowing charters to provide pay increases to the same categories of staff covered by the WTU agreement (including teacher, instructional coach, counselor, social worker, psychologist, speech/language pathologist, and attendance officer).

• Committing to making public charter school budgets whole overtime.

Who:Rally Organizers: DC Charter School Alliance & Education Reform Now D.C.
Speakers: D.C. Council Chairman Phil Mendelson, D.C. State Board Member Jacque Patterson, and other to be announced speakers. Advocates: Public school leaders, educators, and parents.When:Wednesday, May 10th at 8:30amWhere:  John A. Wilson Building
1350 Pennsylvania Ave NW RSVP:Media is asked to RSVP with Cesar Toledo, Cesar@edreformnow.org 

###

DC Charter School Alliance
The DC Charter School Alliance is the District of Columbia’s premier advocacy organization dedicated to supporting and representing the robust charter school sector in our nation’s capital. With the support of the DC Charter School Alliance, the charter school community can ensure that all students in DC receive the great public education they deserve and ensure the continued strength of the DC charter sector.

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

DFER D.C. Endorses Muriel Bowser for Mayor in the June Primary

Today, Democrats for Education Reform D.C. (DFER D.C.) announced its endorsement of Mayor Muriel Bowser, who is running for reelection in the June 21 Democratic Primary.

“Muriel Bowser delivered on her promise to be the education mayor,” said DFER D.C. State Director Jessica Giles.

Mayor Bowser promised to safely reopen schools fully during the pandemic so families could get back to work. Schools are open five days per week. In response to her pledge to improve child care in the District, she’s invested more than $200 million in early childhood learning. Mayor Bowser said she would ensure all schools are well-funded; she delivered on that, too—increasing the education budget year after year since she’s been Mayor. In the fiscal year 2023 alone, she proposed $2.2 billion in public education, a historic 5.9% increase to the base foundation of the per-student funding formula and funding to increase student behavioral health supports.

She has also built on the progress made in education over the last 15 years, with D.C. Public Schools continuing to be the fastest improving urban school district. The District saw public school enrollment grow for 11 years, and graduation rates rose for all DC students from 58% in 2010 to 70% today.

The next four years under Mayor Bowser’s leadership will allow her to continue to deliver on this promise to students and families. She will move the District forward and ensure every student has a just and equitable education.”

Election information:
For important information on how to register to vote and key election dates, click this link here.

About DFER D.C.

DFER D.C. is dedicated to eliminating racial inequity and discrimination in the D.C. public education system by supporting leaders who champion student-centered policies.

Statement from Education Reform Now DC on the FY23 Budget

FOR IMMEDIATE RELEASE Contact: 

Joshua Hodge

jhodge@educationreformnowdc

WASHINGTON, DC (May 10, 2022) — Today, following the D.C. Council’s first vote on the Fiscal Year 2023 Local Budget Act of 2022 and Budget Support Act of 2022, Education Reform Now DC (ERN D.C.) State Director Jessica Giles released the following statement on the inclusion of ERN D.C.’s priorities:

“We are grateful to Chairman Mendelson and the D.C. Council for prioritizing and supporting our students, said Giles.”

“The COVID-19 pandemic has profoundly impacted our students, families, educators, and entire D.C. community, particularly those furthest from opportunity. To address these challenges, our communities told us they wanted elected officials to fix school funding inequity; invest in safe, stable, and positive learning environments for all students; and ensure all educators receive high-quality teacher preparation and support. The D.C. Council unanimously approved a budget that takes decisive steps toward these goals.

The D.C. Council increased funding for students designated as “at-risk” and provided targeted resources to help our students read on grade level, catch up on unfinished learning, and receive behavioral health support. With these critical investments, our educators and school leaders will be able to help our students recover from the COVID-19 pandemic more effectively. 

We look forward to partnering with the D.C. Council to ensure that the final passage of the budget reflects student-centered policymaking.”

The Fiscal Year 2023 Budget and Financial Plan include the following:

• Additional funding for students designated as “at-risk” – two new concentration weights in the Uniform Per Student Funding Formula (UPSFF) for a total of $10.4 million in recurring funding;

• A one-time, $300,000 adequacy study to ensure the UPSFF increases adequately for all students;

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

• An increase to the public charter school facilities allotment from 2.2% to 3.1% in FY 2023 to keep up with rising costs in the District;

• Structured literacy training for D.C. Public School teachers, a $2000 stipend for those who complete the training, and a task force; 

• An increase in CBO grant sizes in the School-Based Behavioral Health program and a commitment to fund the cost study; and 

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

The D.C. Council is scheduled to vote a second time on the Local Budget Act on May 24 and the Budget Support Act on June 7.

About ERN DC

ERN DC is a non-profit organization fighting for a just and equitable public education system for all students in Washington, D.C.