DC Council, Committee on Health Budget Oversight Hearing

Minetre Martin
Organizing Manager
Education Reform Now DC

Chairperson Christina Henderson and Committee on Health Members,

My name is Minetre Martin, I have a bachelor of science in psychology, I am a former classroom teacher, a Ward 4 resident, and Organizing Manager for Education Reform Now DC (ERN DC). ERN DC is a non-partisan, nonprofit organization that advocates for a just and equitable public education system for all students in Washington, DC. Today, I am testifying to advocate for improved behavioral health resources in schools.

According to the American Foundation for Suicide Prevention (AFSP), in Washington, DC, suicide is among the leading causes of death for youth ages 10-24,[1]predominantly affecting Black youth.[2]

To put more detailed data into perspective, Let’s take a moment to imagine a classroom of 25 high school students in Washington, D.C. Among these students,

1. About 13-14 of them, which is more than half of the classroom, would have experienced persistent feelings of sadness or hopelessness or seriously considered attempting suicide, according to a recent survey.[3]

2. Approximately 2 students in this classroom would have witnessed or experienced violence, reflecting the 7.4% rate in DC, which is nearly double the national average of 3.8%.[4]
3. If the students come from low-income households, the number of those who have witnessed or experienced violence would increase to around 3-4 students, reflecting the 14% rate, more than twice the national average of 6.8%.[5]
4. Among LGBTQ+ students they would have twice the likelihood of reported suicidal thoughts, compared to heterosexual students, showing that LGBTQ+ youth are at a significantly higher risk.[6]

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

These numbers demand that we prioritize the emotional and mental well-being of our children. Our youth face challenges deeply rooted in their development, and childhood trauma can profoundly impact their growth into adulthood. Yet, we are shocked that only 8 out of 100 9th graders in DC will complete postsecondary education within six years after high school.[7]

According to the Department of Behavioral Health (DBH) school-based behavioral health services have the highest utilization with 26,681 individuals served. We applaud the Mayor for not cutting school-based behavioral health services during a fiscally challenging year. However, the Mayor only proposed a $113,000 increase, which we know is not sufficient to meet the needs of all of our students. What is the
strategy for improving the pipeline of clinicians?

To improve mental health support in our schools, I ask this committee to consider the following budget
request and suggestions:

Increase funding for school-based behavioral health services to $5.7 million for FY 2024 to ensure stable compensation per clinician

The FY 2023 budget allotted $80,000 per clinician per school to place a community-based organization (CBO) clinician in each of DC’s 253 public schools. Due to staffing cost increases, DBH increased funds for CBOs by over 40%, to $99,000 per clinician per school in December 2022. However, CBOs are still facing challenges in recruiting and retaining clinicians due to a shortage of behavioral health care professionals in the District. We applaud DBH’s efforts and urge them to invest at least $5.7 million in the SBBH program to ensure stable compensation for partnering CBOs in fiscal year (FY) 2024.

We also recommend the following:

1. Ask the Committee of the Whole to hold a public hearing on the B25-0055, the “Pathways to Behavioral Health Degrees Act of 2023.”

Community members have been discussing this bill and believe that it is time to take action. Holding a hearing would be a step in the right direction to address the District’s long-term goals. Holding a public hearing will increase awareness of the proposed legislation among the general public and stakeholders, allow for a comprehensive discussion of these provisions, ensuring they are well-designed and effective in attracting and retaining students in this field, and help to ensure that mental health professionals better reflect the communities they serve.

Thank you for your time and consideration.

[1]American Foundation for Suicide Prevention. (2021). District of Columbia: Suicide and mental health fact sheet.
[2]American Academy of Child & Adolescent Psychiatry. (2022). AACAP Policy Statement: Increased suicide among Black youth
in the United States.
[3]Office of the State Superintendent of Education. (2019). 2019 District of Columbia Youth Risk Behavior Survey: High School
and Middle School Reports. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2019%20DC%20YRBS%20Report.pdf
[4]Child and Adolescent Health Measurement Initiative. 2020-2021 National Survey of Children’s Health (NSCH) data query. Data Resource Center for Child and Adolescent Health supported by the U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB). Retrieved January 8, 2023, from https://www.childhealthdata.org/browse/survey/results?q=9535&r=10
[5] Ibid
[6] Suicide risk among LGBTQIA students in Washington D.C.: Office of the State Superintendent of Education. (2019). LGBTQ Student Report. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/LGBTQ%20Student%20Report%20FINAL.pdf
[7]DC Policy Center. (2022, October 27). Schools 2021-2022: How DC students, teachers, and parents are faring. Retrieved from https://www.dcpolicycenter.org/publications/schools-21-22/

DFER DC Statement on the Mayor’s Proposed FY2024 Budget

WASHINGTON (March 23, 2023) — In response to Mayor Bowser’s proposed Fiscal year 2024 Budget, Jessica Giles, Executive Director of Democrats for Education Reform D.C. (DFER D.C.), released the following statement:

“We applaud Mayor Muriel Bowser for funding all of DFER D.C.’s FY 2024 budget priorities, including:

• 5.05% increase to the Uniform Per Student Funding Formula foundation;

• 3.1% increase to the public charter school facilities allotment;

• Salary increases and retroactive payments for D.C. public charter school teachers; and

• Investments in school-based behavioral health, Out of School Time, safe passage, restorative justice, and High-Impact Tutoring programming,” Giles stated.

Giles continued, “We are concerned, however, that the proposed budget does not include increased investments that will ensure all K-5th grade educators are trained in structured literacy, all high school students have access to dual enrollment opportunities who want them, and all public charter school educators receive salary increases and retroactive payments.”

“We need increased investments in these areas for several reasons. Only 26% of students performed at or above the NAEP Proficiency level in 2022, compared to 30% in 2019. Only 8 out of 100 9th-grade students will now complete postsecondary within six years of high school graduation compared to 14 pre-pandemic. And, as proposed, D.C. public charter schools do not receive equivalent funding to D.C. Public Schools to support their students and educators,” Giles said.

“In the coming weeks, we will continue to work with all our elected officials to ensure the FY 2024 budget is just and equitable,” Giles said.

Read our full priorities here. For questions, contact: dferdc@dfer.org.

About Democrats for Education Reform 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 at www.dferdc.org.

DC Voters Overwhelmingly Support Equal Funding for DCPS and Public Charter Schools - AFRO News

Nearly 8 of 10 voters (79%) believe that the Mayor and D.C. Council should include a raise in compensation for DCPS and public charter school educators in this year’s budget. The same percentage of voters (79%) believe that the D.C. Council should maintain the 3.1% charter facilities allowance increase so public charter schools can continue to make rent or mortgage payments, complete major renovations or modernizations, and pay for utilities, repairs, and maintenance.

“These results underscore that D.C. voters want all our students to have high-quality public education options, educators who are fairly compensated, and schools that are modernized–whether students attend a traditional public school or public charter,” said Jessica Giles, Executive Director of ERN D.C. In the fiscal year 2024 budget, we urge the Mayor and D.C. Council to listen to voters and prioritize an equitable education for all students, which includes equal funding for DCPS and public charter schools.”

SurveyUSA interviewed 501 District of Columbia registered voters who voted in the November 2022 general election or the November 2020 general election. This research was conducted between Feb. 20, 2023 and Feb. 26, 2023.

(read more)

DC Voters Overwhelmingly Support Equal Funding for DCPS and Public Charter Schools - Black Press USA

Nearly 8 of 10 voters (79%) believe that the Mayor and D.C. Council should include a raise in compensation for DCPS and public charter school educators in this year’s budget. The same percentage of voters (79%) believe that the D.C. Council should maintain the 3.1% charter facilities allowance increase so public charter schools can continue to make rent or mortgage payments, complete major renovations or modernizations, and pay for utilities, repairs, and maintenance.

“These results underscore that D.C. voters want all our students to have high-quality public education options, educators who are fairly compensated, and schools that are modernized–whether students attend a traditional public school or public charter,” said Jessica Giles, Executive Director of ERN D.C. In the fiscal year 2024 budget, we urge the Mayor and D.C. Council to listen to voters and prioritize an equitable education for all students, which includes equal funding for DCPS and public charter schools.”

SurveyUSA interviewed 501 District of Columbia registered voters who voted in the November 2022 general election or the November 2020 general election. This research was conducted between Feb. 20, 2023 and Feb. 26, 2023.

(read more)

Black Press USA - 3/21/23 DC Voters Overwhelmingly Support Equal Funding for DCPS and Public Charter Schools

A new poll released today by Education Reform Now D.C. (ERN D.C.) found overwhelming support (71%) for D.C. Public Schools (DCPS) and public charter schools to receive equal funding to support their students.

Nearly 8 of 10 voters (79%) believe that the Mayor and D.C. Council should include a raise in compensation for DCPS and public charter school educators in this year’s budget. The same percentage of voters (79%) believe that the D.C. Council should maintain the 3.1% charter facilities allowance increase so public charter schools can continue to make rent or mortgage payments, complete major renovations or modernizations, and pay for utilities, repairs, and maintenance.

(read more)

Testimony for March DC State Board of Education Meeting

March 15, 2023 Public Meeting

Jessica Giles
Executive Director
Education Reform Now D.C.

Greetings Executive Director Butler, Representatives, and staff of the D.C. State Board of Education (SBOE), my name is Jessica Giles. I am a ward seven resident and the Executive Director of Education Reform Now D.C. (ERN DC). ERN D.C. is a non-profit organization fighting for a just and equitable public education system for all students in Washington, D.C. I am submitting my testimony for the March 15 public meeting, as I strongly oppose this report and underlying resolution for many reasons and urge State Board members to vote NO.

I. The Governance survey is not a representative sample of D.C.
According to the report, 1,132 community members completed the education governance survey, yet the respondents were not representative of the District’s population. The State Board of Education must always prioritize the voices of marginalized and underserved communities.

For example:

Survey ParticipantsD.C. Residents73% of respondents represented DCPS54% of public students attend DCPS29% of respondents live in Ward 3Ward 3 has 6% of public school enrollment56% of respondents are white42% of DC residents are white

Ironically, takeaway #4 states that “students, educators, and parent/caregivers’ voices need a more streamlined approach to communication, more opportunities to give feedback, and greater transparency for how that feedback is utilized.” Yet, the State Board of Education missed an opportunity to accomplish this goal when targeting who filled out survey responses. It is unclear if the survey participants represented students, educators, and school-based leaders, as the report did not mention these demographics.

II. The feasibility scores fails to explicitly consider how education outcomes for students furthest from opportunity would be improved by the adoption or omission of each recommendation.

The State Board of Education’s adoption of an equity statement/framework is laudable. Still, it appears the agency neglected to utilize this framework in the “evaluating and filtering” of these proposals. I am concerned that the opportunity gaps that persist in public education will remain for Black/African American, English Learners, Hispanic/Latino, and students designated as “at risk” as it appears from this report that their outcomes were never really considered in the first place. A prime example is none of the recommendations explicitly relate back to takeaway #6, which includes “issues that need to be immediately addressed by the education system in D.C.” or fully relate to takeaway #8, outcomes-based areas that should be focused on.

III. Some recommendations and exploratory topics would be overly bureaucratic and ultimately unnecessary 

A.  Authorizing the State Board to initiate and amend policies; affording the State Board with a “great weight” requirement in all government agency decisions that impact schools, students, and education stakeholders; 

a. While well-intentioned, I am concerned that these recommendations will slow down our public education system, making system-level change and innovation less likely to occur. I can imagine situations where the State Board and OSSE are at odds, subjecting every decision to a vote. With half the State Board members up for election every two years, and the Board holding a leadership election every year, its agenda and focus could change drastically. I am also concerned that the State Board’s recommendations would make our public education system process much more complicated, moving the District further away from takeaway #1 which is aimed at providing more clarity.

B. The State Board approves the opening, closing, and siting of schools. 

a. The stated reason for including this recommendation is “There is currently no District-wide body that considers the implications of a school opening, closing, or siting on other school communities/dynamics, particularly across sectors.” The Deputy Mayor for Education currently has the EdScape tool for the public, the Public Charter School Board is the sole authorizer of public charter schools, where that authority should remain, because it already has a rigorous process by which charters applications are considered, renewed, and/or discontinued.

C. Exploratory topics:

a. Expansion of the State Board’s role to include appointing the State Superintendent of Education, with confirmation from the D.C. Council. 

i. The Mayor is best positioned to recruit qualified candidates to be the State Superintendent of Education. The Office of the Mayor has the power to open doors and to pay a good salary. How would making this change transform outcomes for students furthest from opportunity?

b. Creating a structure independent of DCPS that would hear termination appeals from teachers and principals who believe they were terminated because of their views on school and system practices.

i. This seems best suited for the grievance process and it appears to be outside of the scope of the State Board of Education.

One area that I enthusiastically support is creating one website where caretakers and families can find answers to all their questions and helpful resources to navigate care, education, and postgraduate career and college opportunities for youth 24 years old and younger. This website should connect all of the currently existing websites (DCPS, PCSB, OSSE, DME, Special Education Hub, My School DC, DC Report Card, etc. ) and fold into the operations of the Ombudsman and Student Advocate.

Thank you for allowing me to testify. I have included at the bottom a list of ways the State Board of Education can help improve student outcomes.
————————————————————————————————————————

IMPROVING READING PROFICIENCY

Our Vision:
All students reading 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.

Reality:
4th grade reading: The percentage of students in District of Columbia who performed at or above the NAEP Proficient level was 26 percent in 2022. This percentage was smaller than that in 2019 (30 percent) and was greater than that in 1998 (10 percent). Black and Hispanic students are 69 and 60 points lower than white students, respectively. 

8th grade reading: The percentage of students in District of Columbia who performed at or above the NAEP Proficient level was 22 percent in 2022. This percentage was not significantly different from that in 2019 (23 percent) and was greater than that in 1998 (11 percent). 

Recommendation:
Require all elementary educators to receive free & accessible structured literacy training with incentives to strengthen how educators teach reading. How will the State Board ensure that teacher preparation programs offer this training?

IMPROVING COLLEGE ENROLLMENT AND COMPLETION

Our Vision:
Every student graduates from high school and receives a high-quality, affordable college education and the work-based experience and credentials necessary to immediately earn a livable wage.

Reality:
Graduation: 75% of students graduated from high school within four years. 58% of students with disabilities, 54% of ELL, 63% of students designated as At-Risk. 

College Enrollment: 51% of students enroll into a two or four-year college. 35% of students with disabilities, 33% of ELL, 35% of students designated as At-Risk. 

College Completion: 18 out of 100 9th grade students in SY 2011-12 completed an associates or bachelors degree by 2022. OSSE has not disaggregated this information.

Recommendation:
Deepen and expand dual enrollment opportunities for students furthest from opportunity. The State Board can put pressure on the Office of the State Superintendent of Education and the Deputy Mayor for Education to change graduation requirements so more students can take advantage of these opportunities.

IMPROVING SHARING OF ASSESSMENT RESULTS

Our Vision:
Equip all families with timely, relevant, easily understandable, and actionable information about assessments. 

Reality:
Many LEAs do not consistently provide assessment results and grades to families. Families must be treated as a valuable partner in ensuring accountability in public education. For the last two election cycles, the D.C. Board of Elections ensured every registered D.C. voter received their ballot before the election, and provided detailed instructions on how to vote by mail, drop box, or in person. There is no reason why we can’t apply this same strategy and practice in public education to all assessments, including PARCC, MAP, iReady, and DIBELS. 

Recommendation:
Require sharing of student assessments with families in a way that is accessible, comprehensible, and actionable for all families.

CREATING FINANCIAL LITERACY STANDARDS

Our Vision:
All students receive training on how to become financially literate.

Reality:
D.C. does not require students to learn personal financial literacy skills. Personal financial literacy teaches essential concepts like saving, investing, debt, budgeting, setting short- and long-term financial goals, and money management. These are integral to the financial well-being of students. The Colorado Department of Education summarizes personal financial literacy as the following “[it] applies the economic way of thinking to help individuals understand how to manage their scarce resources using a logical decision-making process of prioritization based on analysis of the costs and benefits of every choice.” Currently, ten states offer financial literacy as a part of the social studies standards, and the District should do the same at every appropriate grade level. It’s a shame that students will learn about the Global Economy but not how to manage their budget, which is a vital life skill.

Recommendation:
Put pressure on OSSE to create financial literacy standards.

DC Voters Overwhelmingly Support Equal Funding for DCPS and Public Charter Schools

WASHINGTON (March 14, 2023) — A new poll released today by Education Reform Now D.C. (ERN D.C.) found overwhelming support (71%) for D.C. Public Schools (DCPS) and public charter schools to receive equal funding to support their students.

Nearly 8 of 10 voters (79%) believe that the Mayor and D.C. Council should include a raise in compensation for DCPS and public charter school educators in this year’s budget. The same percentage of voters (79%) believe that the D.C. Council should maintain the 3.1% charter facilities allowance increase so public charter schools can continue to make rent or mortgage payments, complete major renovations or modernizations, and pay for utilities, repairs, and maintenance.

“These results underscore that D.C. voters want all our students to have high-quality public education options, educators who are fairly compensated, and schools that are modernized–whether students attend a traditional public school or public charter,” said Jessica Giles, Executive Director of ERN D.C. In the fiscal year 2024 budget, we urge the Mayor and D.C. Council to listen to voters and prioritize an equitable education for all students, which includes equal funding for DCPS and public charter schools.”

SurveyUSA interviewed 501 District of Columbia registered voters who voted in the November 2022 general election or the November 2020 general election. This research was conducted between Feb. 20, 2023 and Feb. 26, 2023. View the poll here.

About Education Reform Now D.C.
Education Reform Now D.C. (ERN D.C.) is a non-partisan, nonprofit think tank and advocacy organization that promotes increased resources and innovative reforms in Pre-K-16 public education, particularly for students of color and students from low-income families in Washington, D.C.

Join our community in asking for fair and competitive compensation for all D.C. public school educators by signing this petition.

DFER DC STATEMENT ON D.C. DISAPPROVAL RESOLUTION NEWS

FOR IMMEDIATE RELEASE
Contact: Victoria Fosdal, victoria@dfer.org

(Washington, D.C.) March 3, 2023 — Democrats for Education Reform D.C. (DFER D.C.) Executive Director Jessica Giles released the following statement after President Biden’s announcement that he will sign the GOP-led disapproval resolution of the D.C. criminal code revision. If enacted, it will be the first time a disapproval resolution has nullified a local D.C. law in three decades.

“Regardless of where one stands on this legislation, this is a deeply disappointing development for Democracy, D.C. home rule, and D.C. residents’ longstanding fight for equality and self-governance,” Giles said. “It is especially disappointing that our fellow Democrats have turned their back on D.C. statehood.” Giles continued, “Voters of the District of Columbia deserve to have their voices heard without federal representatives — who have no affiliation with Washington, D.C. — inserting themselves into local affairs.” “I urge President Biden and federal lawmakers to realize that this paternalistic, anti-democratic Republican-led opposition is anti-American and to oppose any efforts to force Congress’ views upon D.C. residents. Let local politics be handled locally.”

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 at www.dferdc.org

Opinion: Restricting school choice in D.C. won’t help anyone

As a resident of Ward 8, I believe every family should have the right to decide where to send their children to school, and nearly half of D.C. families choose to send their children to public charter schools. Public charter schools in D.C. are public, tuition-free and open to all D.C. residents. Student enrollment in public charter schools mirrors enrollment in traditional public schools, and half are run by people of color.

Instead of focusing on the School Reform Act of 1995, a nearly 30-year-old law, D.C. elected officials must be laser-focused on eliminating the persistent barriers that our students with disabilities, English learners and students designated as “at-risk” face — in both sectors — when accessing our public education system.

(read more)

Opinion: Restricting school choice in D.C. won’t help anyone - Washington Post

As a resident of Ward 8, I believe every family should have the right to decide where to send their children to school, and nearly half of D.C. families choose to send their children to public charter schools. Public charter schools in D.C. are public, tuition-free and open to all D.C. residents. Student enrollment in public charter schools mirrors enrollment in traditional public schools, and half are run by people of color.

(read more)

2023 Policy Priorities

Democrats For Education Reform DC fights for a just and equitable public education system for all students, particularly students of color and low-income students. 

For more information visit dferdc.org or contact dferdc@dfer.org.

Resource Equity

• All students deserve a high-quality education. Increase the uniform per student funding formula (UPSFF) base by at least the inflation rate, with greater resources for students who need more support.

• Support the well-being of our students. Faithfully implement & fully invest in school-based behavioral health, Out of School Time, safe passage, restorative justice, & high-impact tutoring programming.

• Provide high-quality, safe, & educationally appropriate buildings. Maintain the public charter facilities allotment funding.

Teacher Quality & Preparation

• Only 32% of fourth-grade students performed at or above the NAEP Proficient level in reading. Require all K-5 educators to receive free & accessible structured literacy training with incentives to strengthen how educators teach reading.

• All educators deserve fair & competitive compensation. Provide public charter school educators with a raise in compensation by giving them an equivalent payment to the back pay DCPS teachers received & ensure that future salary increases are sent to all schools through the UPSFF.

Accountability

• Students with disabilities are our most marginalized students. 58% were chronically absent. 42% did not graduate in four years. 69% did not enroll in college. 0% exit from special education. Implement a set of recommendations for reforming our special education system.

• Many families do not receive their students’ test scores, & are not provided with actionable guidance to support their learners. Require sharing of student assessments with families in a way that is accessible & comprehensible for all families.

Higher Education Quality & Affordability

• 14 students out of 100 completed a postsecondary degree within 6 years. Improve college access & completion by expanding dual enrollment opportunities for students furthest from opportunity.

• Four D.C. universities give a birthright advantage to family members of alumni, which takes away seats from first-generation college students. Ban the legacy preference in college admissions in D.C.

High-Quality Public School Choice

• Our education system is complex. Create one website where families can find answers to all their questions and helpful resources to navigate care, education, and early career offerings for children and young adults 24 years old and younger.

• D.C. will review boundary assignments to determine which schools DCPS students are entitled by-right to attend based on their residential address. Ensure the DCPS Boundary study prioritizes equity & the voices of marginalized communities.

DFER DC Applauds Mayor Bowser’s on Proposed FY2024 Per Pupil Funding Increase

FOR IMMEDIATE RELEASE 

Contact: Victoria Fosdal, victoria@dfer.org

(Washington, D.C.) February 16, 2023 – In response to Mayor Bowser’s announcement proposing a 5.05 % increase in per pupil funding in the fiscal year 2024, Jessica Giles, Executive Director of Democrats for Education Reform D.C. (DFER D.C.), released the following statement: 

“We applaud the Mayor for increasing the per-student funding formula to 5% and providing additional funds to support increases in salaries for educators in D.C. Public Schools and public charter schools,” Giles said. 

Giles continued, “In the coming weeks, we encourage the Mayor and D.C. Council to pass a budget that invests in equitable resources for all schools; ensures all educators receive high-quality preparation and support; offers affordable and high-quality postsecondary education opportunities; and provides safe, stable, and positive learning environments for all students.”

Read DFER D.C.’s complete 2023 policy priorities 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. More information can be found on our website at www.dferdc.org.

Testimony for February DC State Board of Education Public Meeting

February 15, 2023 Public Meeting
Jessica Giles
Executive Director
Education Reform Now D.C.

Greetings Executive Director Butler, Representatives, and staff of the D.C. State Board of Education (SBOE), my name is Jessica Giles. I am a ward seven resident and the Executive Director of Education Reform Now D.C. (ERN DC). ERN D.C. is a non-profit organization fighting for a just and equitable public education system for all students in Washington, D.C. I am pleased to submit my written testimony for the February 15 public meeting.

There are several ways for the Social Studies standards to be strengthened.[1][2]=

1. Include financial literacy as a critical content area within the Social Studies standards.

D.C. does not require students to learn personal financial literacy skills.[3] Personal financial literacy teaches essential concepts like saving, investing, debt, budgeting, setting short- and long-term financial goals, and money management. These are integral to the financial well-being of students. The Colorado Department of Education summarizes personal financial literacy as the following “[it] applies the economic way of thinking to help individuals understand how to manage their scarce resources using a logical decision-making process of prioritization based on analysis of the costs and benefits of every choice.”[4] Currently, ten states[5] offer financial literacy as a part of the social studies standards, and the District should do the same at every appropriate grade level. It’s a shame that students will learn about the Global Economy but not how to manage their budget, which is a vital life skill.

2. Provide more clarity on how teachers implement the Social Studies standards in practice.

Currently, the Social Studies standards provide little guidance on how teachers might implement the standards. I recommend adding a section under each grade level that includes context for interpreting, connecting, and applying the content and skills of each standard. Some states already have this essential information in their standards, including California (with a narrative description)[6] and Colorado[7] (through Academic Context and Connections).

3. Review the Social Studies Standards to ensure ample opportunities for students to receive dual high school and college credit.

The District must make higher education quality, affordability, and opportunity an absolute priority for our students furthest from opportunity. Therefore, OSSE should take every measure to ensure the updated Social Studies standards allow for dual high school credit and college credit with the institutions of Higher Education (IHE) the District currently has partnerships with and even future ones.

4. Include important context to various sections within the standards.

I would be remiss if I did not mention how shameful it was for the College Board to water down the AP African American Studies.[8] I encourage the SBOE to ensure that African Americans’ history, culture, and contributions are taught to students in full and unfiltered by including (where appropriate ) such topics as womanism, intersectionality, Black queer studies, and reparations in the Social Studies standards. I recommend a few areas below.

Include: Georgetown University and the Maryland Jesuit’s history of “selling” more than 272 enslaved African Americans in 1838 and other documented institutional wealth accumulation from chattel slavery.

●      DC.Hist.DHC.8 Evaluate the geographic, economic, and political factors that resulted in the location and design of the nation’s capital, including the role of slavery; or

●      3.Geo.HC.19 Describe the lives, experiences, culture, and communities of free and enslaved Black Americans in the Chesapeake Bay region during the 18thcentury.

Include: Black, Chicana, and Asian American feminist scholars and thought leaders such as Alice Walker, Audre Lorde, Dolores Huerta, Angela Davis, and Yuri Kochiyama.

●      US2.Inq.DP.65 Analyze the writings of different perspectives of the Women’s

liberation movement from women from diverse backgrounds, such as, but not limited to, Gloria Steinem, Elaine Brown, Phyllis Schlafly, and Gloria Anzaldúa

Include: Movements against police brutality.

●      5.Hist.DHC.52 Evaluate the impact and influence of historical movements on modern social movements and organizations.

●      US2.Civ.CE.72 Evaluate the tactics of modern social, labor, political, and environmental activist movements in America, measuring their success.

Further, I encourage the SBOE to take action to improve transparency in AP data and exam passage rates. I testified about a few issues, and provided solutions in my testimony before the D.C. Council on this issue last September. [9]

Lastly, I recommend that the D.C. State Board of Education and OSSE review education standards every ten years, at the minimum. Thank you for allowing me to testify.

 ——————————————————————————————————–

[1] I have already submitted my public comment to the Office of the State Superintendent of Education (OSSE).

[2] I have a B.A. in History from Furman University and a Master in Public Policy from American University, if a helpful reference point for my public comment.

[3] Seven schools currently offer financial literacy as a course, and 10 city schools offer an Algebra class that includes similar concepts. Source: https://wtop.com/education/2022/06/school-zone-how-financial-literacy-is-making-its-way-into-dc-area-school-curricula/

[4] Pg 6  Colorado Department of Education. Social Studies Standards https://www.cde.state.co.us/cosocialstudies/cas-ss-p12-2022

[5] Civics Alliance. https://civicsalliance.org/financial-literacy/#:~:text=Five%20states%20offer%20a%20standardized,stand%2Dalone%20personal%20finance%20course.&text=States%20with%20stand%2Dalone%20personal,approach%20to%20financial%20literacy%20education.

[6] California Department of Education. https://www.cde.ca.gov/ci/hs/cf/documents/hssfwchapter4.pdf

[7] Colorado Department of Education. https://www.cde.state.co.us/cosocialstudies/cas-ss-p12-2022

[8] February 9, 2023. The New York Times. “The College Board Strips Down Its A.P. Curriculum for African American Studies” https://www.nytimes.com/2023/02/01/us/college-board-advanced-placement-african-american-studies.html

[9] The Committee of the Whole Public Hearing on: B24-0665 – Access to Advanced Placement Exams Amendment Act of 2022. https://edreformnow.org/2022/09/27/ern-dc-testifies-on-the-access-to-advanced-placement-exams-amendment-act-of-2022/

Students Have the Right to Learn African American Studies Fully and Unfiltered

For Immediate Release Contact:

Victoria Fosdal

victoria@dfer.org

WASHINGTON, D.C. (February 3, 2023) — In response to the release of the official curriculum for the College Board’s Advanced Placement (AP) course in African American Studies, Jessica Giles, Executive Director of Democrats for Education Reform D.C. (DFER D.C.), released the following statement:

“The College Board’s decision to water down AP African American Studies is shameful,” said DFER D.C. Executive Director Jessica Giles. 

“Black people are trans, queer, and non-binary/non-conforming. The erasure of Black identity is racist. Every person on this earth has intersecting identities, which shape our lived experiences. 

“Upwards of 26 million people in nearly 550 places protested police brutality in 2020, making Black Lives Matter (BLM) the largest movement in U.S. history. To remove BLM’s contributions from the story of African American life and struggle is negligent. 

“Lastly, wealth and resource extraction is a central part of the Black American experience, making the case for reparations an essential lesson for students. 

“Students have the right to learn about African American stories, history, culture, and contributions, fully and unfiltered. 63% of students in Washington, D.C., are Black/African American and D.C. public schools are currently offering this course to students. 

“The District must protect African American studies and improve college access and completion for students, including, but not limited to, increasing transparency in AP data, improving AP exam passage rates, and strengthening teacher preparation.”  

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.

Visit www.dferdc.org for more information.

As D.C. hosts annual parade, King family honors justice groups - Washington Post

“I am showing up for those who cannot be here today — for the many students we’ve lost to gun violence,” said Minetre Martin, 31, an education advocate who quoted King’s words that only love can drive out hate. She said she hoped King’s example was “loud and clear” to all.

(read more)

Washington Post - 1/16/23 As D.C. hosts annual parade, King family honors justice groups

“I am showing up for those who cannot be here today — for the many students we’ve lost to gun violence,” said Minetre Martin, 31, an education advocate who quoted King’s words that only love can drive out hate. She said she hoped King’s example was “loud and clear” to all.

(read more)

Committee of the Whole Performance Oversight Hearing: Literacy and the NAEP and PARCC Assessments

Jessica Giles

State Director

Education Reform Now D.C.

December 7, 2022

Good afternoon Chairman Mendelson, members, and staff of the Committee of the Whole; my name is Jessica Giles. I am a Ward Seven resident and the State Director of Education Reform Now D.C., a non-profit organization fighting for a just and equitable public education system for all D.C. students. With limited time here, I am providing testimony on improving PARCC, NAEP, and academic achievement in the District of Columbia. My colleague Joshua Hodge will recommend ways to improve literacy.

D.C. NEEDS A BOLD VISION FOR EDUCATIONAL EXCELLENCE. Either we believe all students can learn, and we set high standards for them, and schools, or we do not, and we keep getting the same results – or worse – year after year. A bold vision for educational excellence means the District must:

1. Assess student learning across the District of Columbia;

2. Equip families with timely, relevant, easily understandable, and actionable information about these assessments; and

3. Hold our schools accountable for ensuring every student receives a high-quality education.

(FIRST) We must assess student learning across the District of Columbia. Why is the PARCC and NAEP exam important?

The Partnership for Assessment of Readiness for College and Careers (PARCC) exam provides key information about how D.C. students are performing against grade-level academic standards. The PARCC exam is specifically designed to measure whether D.C. students are reading and doing math on grade level, and it is the only assessment we have to compare the academic achievement of students across D.C. Public Schools and public charter schools. Knowing how students are performing toward grade-level standards helps everyone understand where schools and students are excelling, and where they are not so we can identify struggling schools and drive additional support to them. The PARCC exam can also give families a fuller understanding of their child’s academic performance beyond grades which is critical for ensuring students are on track for graduation, identifying potential areas for growth, and advocating for any needed academic supports.

On the otherhand, the National Assessment of Educational Progress (NAEP), often called the Nation’s report card, is the largest continuing and nationally representative exam. It is considered the “gold standard” of exams because it provides “high level of academic rigor” and acts as a “neutral referee” in comparing states to one another.More often than not, states vary widely in how closely their proficiency rates on state tests track with those on NAEP. This is called the “honesty gap.” D.C. has a very small honesty gap, which is a good sign of academic rigor. For example in 4th grade reading, there is a 4% honesty gap (PARCC – 30%, NAEP 26%). Only two states have a smaller honesty gap.2In 4th grade math, D.C. has a 1% honesty gap. Only one other state has a smaller honesty gap, at zero.3

(SECOND) We must equip families with timely, relevant, easily understandable, and actionable information about these assessments. 

How can OSSE ensure the PARCC exam is timely and relevant?

While the PARCC exam is not designed to directly influence educators’ daily practice, the District can provide initial results sooner to schools, district leaders, and educators in early summer to allow results to influence plans for the coming year. Parents need scores early so they can advocate for their learners. For example, when parents receive comparable statewide data earlier it allows them the opportunity to evaluate whether or not their student is being served which could lead to school choice decisions or early advocacy with new classroom teachers.

How can OSSE release data earlier?

If D.C. is considering revisiting RFP language or is open to a contract amendment following the RFP decision, the following should be included:

• Test earlier. OSSE administered the PARCC exam in April/May this year. D.C. could commit to testing earlier (a few weeks) to ensure reports come back before the end of the year. Design decisions can be made to where schools volunteer for early testing so initial analyses for the review process can be run with a sample to speed up that part of the process.

• Ensure timeliness of reports. This can be assigned points and prioritized through the overall weight of the points in the RFP scoring process. Any time after August should be seen as unacceptable. Vendor penalties can be written into the contract to double down on prioritizing the timeliness of reports.

• Compile school accountability results later in the process. Multiple states wait to publicly release data until they’ve compiled school accountability results, but this is a policy decision that adds more time between testing and parents getting results.

How can OSSE ensure the PARCC exam results are accessible and actionable?

Currently, it is unclear if families are receiving their PARCC exam results, and if they are it is also unclear whether they are given guidance to understand what the results mean or take action on them. OSSE must proactively release PARCC exam results to every family, and provide resources to families for understanding their child’s score and what to do about it. For the last two election cycles, the D.C. Board of Elections ensured every registered D.C. voter received their ballot before the election, and provided detailed instructions on how to vote by mail, drop box, or in person. There is no reason why we can’t apply this same strategy and practice in public education to all assessments, including MAP, iReady, and DIBELS. 

(THIRD) We must hold our schools accountable for ensuring every student receives a high-quality education. 

Student PARCC and NAEP scores plummeted in English Language Arts/Reading and Math and opportunity gaps widened.45 Much of this decline was predicted due to the pandemic. Still, there were schools who made leaps and those who sunk.

1. The District needs to share lessons-learned from the pandemic6 and transparently scale solutions for schools that are struggling.

2. Deepen engagement with families to improve student attendance. 3. Implement a city-wide plan that eliminates systemic inequities for students with disabilities.

3. Require all K-5 educators to be trained in the science of reading.

Educational excellence requires political courage, the innate belief that every student can learn, and the commitment to treat parents as partners. Only then will we be able to ensure students can reach their full potential in the District of Columbia.

DC Council, Committee of the Whole Public Oversight Hearing on Attendance, Chronic Absenteeism, and Truancy in the District

DC Council, Committee of the Whole 

Public Oversight Hearing

Attendance, Chronic Absenteeism, and Truancy in the District 

Community Organizer, Minetre Martin

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, former classroom teacher, and a Community Organizer for Education Reform Now DC. (“ERN DC”). ERN D.C. is a non-profit organization fighting for a just and equitable public education system for all students.

Recent attendance data has shown an increase in chronic absenteeism since the pandemic. Though the increase was primarily due to excused absences related to Covid, areas that were present pre-pandemic still persist. For example, middle school students, high school students, students designated as at-risk, and students of color still show high rates of chronic absenteeism. Additionally, the Office of State Superintendent’s (OSSE) teacher and principal retention report highlights the correlation between school leadership and student attendance.

These reports are devastating and based on conversations with parents, students, and community advocates, I can attest to the impact of this data. In my previous testimony, I recounted the story of one parent who was reported to (CFSA) the D.C. Child and Family Services Agency (CFSA) after a substitute teacher confused their child with another student. Additionally, a second parent disclosed to me the trauma their child experienced around attendance after being attacked by a group of students, first on school grounds and later after being followed to their residence. A third parent reported that their child was terrified of the behaviors of students experiencing mental health issues. In a more recent conversation, a student at a public school in D.C. affirmed that the school environment, mental health issues, the absence of teachers, and students’ behavior make getting up for school more difficult. Attendance advocates also pointed out the lack of resource allocation for 7th and 8th grade students and families, which has often resulted in students dropping out by 9th grade. None of these stories are okay. We all have a duty to be relentless in maintaining families’ trust and that includes keeping students safe and in school.

How are we addressing this data? 

As a community, under the guidance of the Deputy Mayor or Education (DM), OSSE, and the State Board of Education (SBOE), and partner programs, we have worked to shift from the “80/20 rule” to the “60/40 rule,“, improved safe passage for students, fund programs to provide technology that nudges schools and parents about their child’s attendance, and more.  But we must not stop there. We must ask: How can we make school more meaningful for students? We offer one overarching solution and four ways to achieve that goal.

Reimagine how we make school more joyful and meaningful for students

Recently, two 8th-grade students, an attendance counselor, and a community partner coordinator were individually interviewed by me about attendance. One student had nearly perfect attendance while the other student’s attendance was unsatisfactory prior to this school year. When asked what the one thing that motivated them to attend school was, they both stated “knowing the importance of education and the role it plays in my future.” Additionally, both adults said their most effective conversations were about why school attendance was important for the students’ future. 

Based on students, parents, and educators, we believe that helping students comprehend the significance of education in their life is the first step to making school more joyful and meaningful. 

 Achieving the Goal 

• Continuing to aggressively invest in safe passage and other safety efforts 

On Tuesday, November 28, 2022, Jakhi Snider became the 18th person under 18 to be shot and killed in D.C. this year. Additionally, since 2020, the number of youth suffering from car incidents have increased as well. We can no longer wait for another child to die while waiting for the D.C. Council to take action. The time is now, and we strongly urge you all to take aggressive action towards investing in safe passage effort. A good first step would be to approve amendments to the Safe Routes to School Act.

• Address the mental health crisis

Investment in the Behavioral Health’s school-based behavioral health program (SBBH) is as important as ever, as the behavioral health crisis our children are experiencing continues to grow. In D.C., the rates of children and teens with anxiety or depression in 2020 were the highest in the previous five years of data (11.7% children). Among D.C. high schoolers, 17% reported a suicide attempt, compared to about 7.4% nationally. As of 2020, 48.7% of D.C. youth with Major Depressive Disorder (MDE) did not receive mental health services.

To increase attendance rates, we must prioritize students’ mental health challenges and social and emotional needs. With investments that raise the at-risk weight of the uniform per student funding formula, schools are better situated to provide critical services that increase their capacity for supporting students with chronic absenteeism. To ensure every school has a clinician, the D.C. Council should continue to invest in the SBBH program to:

• Build a pipeline of mental health providers. 

• Maintain stable funding for SBBH, including robust grants to Community-Based Organizations (CBOs) – adjusted for inflation – so that every school has a clinician;

• Expand information-sharing and family engagement efforts by directing DC education agencies and LEAs to make the implementation of SBBH a top priority and providing any necessary resources; and

• Ensure inclusive and actionable data collection and program evaluation by providing the resources needed to bring all stakeholders into these processes.

• Take advantage of the multimillion-dollar investment from XQ-DC Institute to reimagine high school and to help improve attendance

In SY 23-24, XQ-DC will be partnering with two schools in D.C. to help them dream big about what high school could be, turn their innovative ideas into action, and create a more rigorous and equitable school. It would be unfortunate if we didn’t take advantage of this opportunity to prioritize what attendance could look like at all schools in the District. XQ mentions in a number of articles that school attendance has been a major factor in remaining high school. We highly recommend Chancellor Ferebee use this opportunity to ensure that our two pilot schools prioritize improving attendance in their plans.

• Consider incentivizing 7th and 8th students financially for attending class and doing well in school.

Education is the primary work of young people. DC has tried many strategies to increase school attendance, but incentivizing students had not been considered as a quality solution.  

​​In 2008, D.C. paid 6th-8th grade students for a combination of attendance, behavior, and academics through private funding via participation in a study from Allan and Fryer (2011). The intervention distributed $3.8M in D.C., paying students up to $100 every two weeks, or up to $1500 for the year. While the intervention in D.C. was not associated with statistically significant gains on the state assessment, it was successful in getting students to school. After many disruptions in school, D.C. may want to explore incentivizing students and families in DC in raising attendance at a critical time of year.

While there are several ways we can continue to improve attendance, we believe that reimagining how to make school more meaningful again will move us all closer to closing the attendance, and eventually the opportunity gap. 

My previous testimony related to school attendance can be found here. Thank you for your time and consideration.

2022 DC General Election Press Statement

For Immediate Release Contact:

Policy and Communications Manager Joshua Hodge

jhodge@dfer.org

WASHINGTON, D.C. (November 11, 2022) — Jessica Giles, State Director of Democrats for Education Reform D.C. (DFER D.C.), released the following statement after unofficial results from the November General Election:

“With students experiencing unprecedented missed learning and the scourge of gun violence impacting our youth at an all-time high, we need leaders who can get us through this storm – and help us come out of it stronger,” said DFER D.C. State Director Jessica Giles. 

“We congratulate DFER D.C. supported education champions: Muriel Bowser, Phil Mendelson, Oye Owolewa, Anita Bonds, Kenyan McDuffie, Eric Goulet, and Brandon Best.

“Additionally, we congratulate all other candidates for winning their races:

• Delegate of the U.S. House of Representatives from D.C: Eleanor Holmes Norton

• Attorney General of D.C.: Brain Schwalb

• Ward 1 D.C. Council: Brianne K. Nadeau 

• Ward 3 D.C. Council: Matthew Frumin 

• Ward 5 D.C. Council: Zachary Parker

• Ward 6 D.C. Council: Charles Allen 

• Ward 1 State Board of Education: Ben Williams 

• Ward 5 State Board of Education: Robert Henderson

“As we move forward, we look forward to working collaboratively with all elected officials to ensure the District advances policies that are just and equitable for all students, teachers, and families.”

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.

Visit www.dferdc.org for more information.

B24-355, “Statewide Data Warehouse Amendment Act of 2021” & Teacher and Principal Turnover vs. Retention in the District’s Public Schools

Minetre Martin

Community Organizer 

Education Reform Now DC

October 25, 2022

Committee of the Whole Public Hearing:

Good afternoon Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward four resident, former classroom teacher, and a 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 in the District of Columbia.

As a former classroom educator, teacher and principal retention is a very important topic for me. Because the Office of the State Superintendent of Education (OSSE) published a comprehensive Teacher Workforce Report in May, I believe we must use this time to understand this data to advance solutions where needed. 

Overall facts about numbers of teachers and principals

• In the 2021-22 school year, the District of Columbia reported 251 schools in 70 local education agencies (LEAs). These LEAs employ 8,669 teachers, 219 principals, and 7,391 other school-based staff (190 school counselors, 737 special education support staff, and 6,464 other school-based staff) that serve 93,934 students.

• In the 2021-22 school year, 74 percent of teachers and 81 percent of principals were retained as teachers and principals in the same school at which they taught in the 2020-21 school year; 88 percent of teachers were retained, and 92 percent of principals were retained in DC altogether.

• Districtwide, the education system supports and retains teachers who are deemed effective by their employer at considerably higher rates than ineffective teachers.

Top reasons why teachers leave

1. Lack of professional support from administration to address challenges (30.3%)

2. Lack of respect from school and/or LEA administration (28.6%)

3. General workload too great/overburdened (28.6%)

4. Dislike reliance on teacher evaluation systems (25.0%)

5. Not enough resources for discipline/behavioral issues with students (24.1%)

While many of the critical levers to improve teacher and principal retention lie at the local education agency (LEA) level. There are three key ways that the D.C. Council can help ensure the District has effective principals and teachers over the long-term.

• Ensure we have a diverse pipeline of highly-effective teachers. 

The District must think creatively about how we incentivize students to become effective teachers and principals. Recently, the D.C. Council passed into law the Budget Support Act of 2021, which included the subtitle “Teacher Preparation Pipeline.” to ensure the District has a “Grow Your Own Teacher Preparation Support Program.” Now that it has been a full year since its passage, I urge the D.C. Council to follow-up on this program to ensure it is moving forward as envisioned. 

Teachers who live or were born and raised in the District or who lived in their school community taught me the most about the students and families I served. They were a major reason why many of us stayed. Better relationships between teachers and students lead to better learning, and those relationships are easier to develop when teachers know their students’ neighborhoods, which brings me to my next recommendation. 

• Continue to create affordable housing options for all educators and school staff in the District of Columbia

It is increasingly expensive for educators and school staff to live in the District of Columbia. In fact, over half of our educators live in Maryland or Virginia. The District should continue to create affordable housing options for all educators and school staff.

Recently, the D.C. Council amended the First Responder grant in the Employer-Assisted Housing Program (EAHP) so that all DCPS and charter school educators are eligible. However, during this process, the D.C. Council removed eligibility for charter school employees to participate in the underlying EAHP program. All school staff are vital to the operations of schools, so they should be eligible for the EAHP program as well, particularly because they are often paid the least. 

• Offer free structured literacy training to all K-5 educators. 

Policymakers must support a citywide literacy intervention based on the science of reading to provide educators with a deeper understanding of how students learn to read. With 74% of D.C. students not proficient in reading by fourth grade, according to the 2022 NAEP scores, the District has a responsibility to ensure all teachers are supported during these unprecedented times that have exacerbated deficits and offset our mission to ensure students are proficient in reading. We applaud the D.C. Council for passing into law the Structured Literacy Training Action Plan in the Budget Support Act of 2022. We still have work to do to ensure this expansion happens effectively. 

As the District invests in teacher and principal recruitment and retention efforts, we hope the D.C. Council will work to ensure there is a diverse teacher pipeline development system, all staff can live where they serve, and that all k-5 educators are supported through free structured literacy training.

Bill 24-355, “Statewide Data Warehouse Amendment Act of 2021

We applaud the State Board for endeavoring to strengthen our data warehouse and pushing for more transparency of teacher retention data. However, we believe the legislation under consideration is unnecessary and presents a few issues. OSSE already collects much of this data and makes it available to the public. Annual collection of existing teacher data is challenging to collect and would cause a burden. Unique teacher identifier information should be kept for internal purposes for privacy reasons. Lastly, the State Board already has access to government officials, documents, and data. 

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