Councilmember Vincent C. Gray’s 2024 Decision

Statement in Response to DC Councilmember Vincent C. Gray’s 2024 Decision

FOR IMMEDIATE RELEASE
Contact: Cesar Toledo, Cesar@dfer.org

Washington, DC (December 20, 2023) — Today, Jessica Giles, Executive Director at DFER D.C., issued a statement on the announcement of Councilmember Vincent C. Gray’s decision not to seek re-election in 2024.  

“Education Reform Champion Vincent C. Gray has dedicated his life to serving District residents and fighting for a just and equitable education for all students. Because of his leadership, the District has universal free pre-kindergarten, better support for infants and toddlers via the Birth-to-Three legislation, more student-based behavioral health support, and a hospital on the “East End” of the District. We deeply appreciate Councilmember Gray’s laser focus on addressing gaps in our public education and healthcare system and recognize his vital role in shaping a brighter future for our students. His service is a testament to the transformative power of passionate and effective leadership in public education.”

About Democrats for Education Reform D.C. 

Democrats for Education Reform D.C. is dedicated to eliminating racial inequity and discrimination in D.C.’s public education system by supporting leaders who champion student-centered policies. More information can be found on our website at www.dferdc.org.

After Delay, D.C. Council Conducts Hearing on Chronic Absenteeism - The Washington Informer

In the days and weeks leading to the Dec. 12 hearing, Jessica Giles of Education Reform Now DC (ERN DC) made the rounds at the John A. Wilson Building in Northwest in demand of an interagency response to chronic absenteeism and declining postsecondary enrollment. 

ERN DC and Leaders of Color, an ERN DC leader fellowship program, also facilitated testimony preparation sessions for parents who want to see the council and District agencies provide resources to students. 

ERN DC released a study in November that designated chronic absenteeism as a roadblock in student achievement and long-term career advancement. Giles, executive director of ERN DC, told The Informer that many students in D.C., a city with some of the highest rates of chronic absenteeism in the country since before the pandemic, are missing school, in part, out of fear for their safety. 

That’s why Giles cited the Office of the Attorney General, Office of the Deputy Mayor for Education, Court Social Services, CFSA, Office of the State Superintendent of Education (OSSE), and the D.C. Office of Victims Services and Justice Grants as instrumental in executing a strategy that supports student safety and improves attendance.  

“Students are concerned about getting to school safely, and it’s contributing to the chronic absenteeism issue before us,” Giles said. “The decline in student mental health and well-being plays a factor. The D.C. government and our council committees need to make sure our students go to school every day and consistently. It’s incumbent upon the agencies that have oversight over attendance to take urgent steps to make sure we’re addressing this crisis.”

(read more)

DC Council sounds alarm as schools continue to see spike in chronic absenteeism - ABC 7

A parent gave another reason, speaking about her daughter who is a special needs student.

“My daughter often has doctor’s visits, follow-up visits, evaluations because she’s going through medical and mental health,” parent LaJoy Johnson-Lewis said.

(read more)

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

Chronic Absenteeism & Truancy

Minetre Martin
Organizing Manager
Education Reform Now DC

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

1. Expanding Home Visiting Services

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

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

3. Enhancing Oversight for Government Agencies

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

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

1. Expand Home Visiting Services

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

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

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

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

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

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

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

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

4. Enhance Oversight for Government Agencies

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

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

Thank you for your time and consideration.

###

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

43% of DC students considered chronically absent last year - DC News Now

“DC has some of the highest chronic absenteeism rates in the country. And while chronic absenteeism has decreased, it’s still unacceptably high,” said Jessica Giles, Executive Director of Education Reform Now DC.

Giles said this loss of learning can have severe impacts on students in the long term.

“When students attend school consistently, they’re more likely to perform on grade level, they’re more likely to graduate, get and hold great jobs. So, this has a direct connection to our student’s future,” she said.

OSSE said reducing chronic absenteeism is a top priority. The agency is taking several steps to address the issue, including, “expanding trainings and supports provided to schools on how to design and implement systems that promote mental health and wellness for students and staff,” the agency said in an email.

Giles said other measures, including “nudge notifications” can be effective.

“Letting families know that your child has this number of days so students can make sure they’re coming to school consistently,” she explained.

She also said strengthening safe passages, making sure there is a clinician in every school and home visits are equally important.

(read more)

Giles’ Testimony on Academic Achievement

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

Academic Achievement in the District of Columbia

Jessica Giles
Executive Director
Education Reform Now Advocacy

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

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

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

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

Extremely high rates of chronic absenteeism and truancy

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

Low proficiency in math and reading

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

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

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

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

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

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

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

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

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

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

###

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

DC's Quiet Crisis in College Access & Completion - DC News Now

Chronic Absenteeism Remains Stubbornly High In D.C. Schools - DCist

D.C. has some of the highest absenteeism rates in the country when measured against most states. Its pre-pandemic chronic absenteeism rate in 2018-2019 was the second-highest in the country, according to a report by Education Reform Now.

Earlier this month, Jessica Giles, the executive director of Education Reform Now D.C., told DCist/WAMU that challenges vary from family to family but that in some communities, public safety is a “big concern.” Living in Ward 7, Giles said she’s observed an “unease” about getting children to and from school safely.

Giles said investing in more mental health resources and better transportation for students would help boost attendance as well. Schools can also build stronger relationships with parents to encourage students to come to the classroom.

Ultimately, Giles said boosting attendance must be a District-wide effort.

“This isn’t just something schools can address,” Giles said. “My biggest push is that there is a full government urgency around this issue.”

(read more)

Giles’ Testimony, 4 Bills

Jessica Giles
Executive Director
Education Reform Now Advocacy

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

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

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

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

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

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

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

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

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

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

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

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

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

2. Build-in Support for Students:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

###

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

Giles’ Testimony on B25-540

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

Jessica Giles
Executive Director
Education Reform Now DC

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

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

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

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

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

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

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

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

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

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

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

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

###

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

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

DC Council’s Committee of the Whole Hearing:

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

Jessica Giles
Executive Director
Education Reform Now DC

Good afternoon, Chairman Mendelson, members, and staff of the Committee of the Whole, my name is Jessica Giles. I am a ward seven resident and the Executive Director of Education Reform Now DC, a non-partisan, non-profit organization fighting for a just and equitable public education system for all DC students. I am pleased to provide testimony on B25-342, the “Public Charter School Board Term Clarification Amendment Act of 2023,” and PR25-300, the “Public Charter School Board Carisa Stanley Beatty Confirmation Resolution of 2023.”

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

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

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

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

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

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

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

Postsecondary Report ERN DC

New Report Highlights D.C.’s Quiet Crisis in College Access & Completion

Policy Recommendations Address Disparities in College Completion and Solutions for Students of Color in D.C.

FOR IMMEDIATE RELEASE
Contact: Cesar Toledo, Cesar@edreformnow.org

Washington, D.C. (November 1, 2023) — Today, Education Reform Now D.C. released a report titled “D.C.’s Quiet Crisis in College Access & Completion” that outlines eight recommendations for policymakers to close the college completion gap for students of color.

The report finds that D.C. has the highest bachelor’s degree attainment in the country yet the widest racial disparities. Fueling this crisis is for every 100 D.C. public school students who start high school together; only eight will complete postsecondary within six years, locking students out of the 58% of jobs requiring a degree.

“D.C. ‘s alarming racial disparities in bachelor’s degree attainment is only getting worse and must be addressed by policymakers immediately,” said Jessica Giles, executive director of Education Reform Now D.C. “ This report identifies policy solutions to help make D.C.’s postsecondary education system fast, flexible, affordable, and first-rate. It’s urgent that we blur the lines between high school, college, and career so all students have pathways to high-wage careers.”

More than 80% of D.C. voters support expanding dual enrollment programs, improving financial aid, reforming the University of the District of Columbia, and requiring D.C. private universities to be transparent, according to a new poll conducted by Emerson College Polling between August 29-September 2, 2023. 

“High school is a crucial turning point, guiding students toward their future paths. Yet, disparities in support services, college and career guidance, and learning loss from the pandemic create substantial hurdles,” said Chelsea Coffin, director of the Education Policy Initiative at D.C. Policy Center. “Recognizing and tackling these issues is imperative to empower D.C.’s high school graduates and ensure they are well-prepared for postsecondary education and beyond.”

“The students most academically impacted by COVID shutdowns will soon enter high school, with incoming freshmen requiring substantial support,” said  Josh Boots, executive director at EmpowerK12. “ERN DC’s report on college access & completion illuminates the need to re-envision the next generation’s high school experience. By taking a collaborative, data-driven approach, we can ensure that every D.C. student excels in their college and career pursuits.”

“Education Reform Now D.C.’s analysis of college-going among District of Columbia residents makes clear that the city’s work to improve the life prospects of its neediest citizens needs to include more opportunities to get to and through college and other meaningful post-secondary programs. High school graduation isn’t enough,” said Thomas Toch, director of FutureEd at the McCourt School of Public Policy, Georgetown University.

Key recommendations in the report include:

1. Focus on academic excellence, starting with improving student attendance.

2. Implement flexible graduation requirements.

3. Adopt financial literacy standards.

4. Expand state-level financial aid offerings.

5. Scale dual enrollment and early college opportunities and make them more accessible.

6. Strengthen the University of the District of Columbia (UDC).

7. Collect and publicly share data on D.C. student outcomes.

8. Help D.C. residents re-enroll into college and persist.

To download the full report, “D.C.’s Quiet Crisis in College Access & Completion,” please visit here.

###

About Education Reform Now D.C. 

Education Reform Now DC (ERN DC) is a local chapter of a national non-profit, non-partisan think tank and advocacy organization that promotes increased resources and innovative reforms in preK-16 public education, particularly for students of color and students from low-income families. ERN DC believes that all public school students must graduate from high school with essential skills and receive a high-quality, affordable postsecondary education and the work-based experience and credentials necessary to earn a livable wage.

ERNA DC 10.26.23 SBOE Testimony

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

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

Why is literacy important? 

Reading is a fundamental skill that all students need in order to succeed in school, life, and career. Our deepest desire is for every child to read on grade level by third grade regardless of where in the city they live and what school they attend. That is not currently the case, and schools in the District of Columbia are facing a reading crisis.

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

Why is structured literacy important? 

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

Our Support for the Taskforce’s recommendations

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

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

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

• Educators will need to demonstrate competency.

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

Our asks

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

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

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

Will top schools continue ‘legacy’ admission preferences? Many say yes. - Washington Post

Some universities have postponed the issue by appointing task forces to study admissions procedures. “Colleges are just hoping that nobody’s going to notice they haven’t done much of anything to actually remove barriers to access in admissions,” said James Murphy, an opponent of legacy preferences with the group Education Reform Now.

(read more)

DFER DC’s Statement on Legacy Admissions Poll

70% of DC Voters Agree to Ban Legacy Admissions Now

FOR IMMEDIATE RELEASE
Contact: Cesar Toledo, Cesar@dfer.org

WASHINGTON (September 28, 2023) — Today, Jessica Giles, Executive Director at DFER D.C., issued a statement on the release of a recent poll finding 70% of D.C. voters support banning legacy admissions, up by 18 points from a March 2023 survey conducted prior to the SCOTUS decision to end race-conscious admissions.  

“D.C. voters overwhelmingly agree that legacy admissions have no place in today’s post-affirmative action world,” said Jessica Giles, Executive Director of Democrats for Education Reform D.C. For too long, the college admissions process has been rigged to largely benefit privileged students at the detriment of Black and Latino first-generation students. That must end now.”

About Democrats for Education Reform D.C. 

Democrats for Education Reform D.C. is dedicated to eliminating racial inequity and discrimination in D.C.’s public education system by supporting leaders who champion student-centered policies. More information can be found on our website at www.dferdc.org.

ERN’s Statement on Charter Teacher’s Pay

Mayor Bowser Delivers on Higher Educator Pay  

FOR IMMEDIATE RELEASE
Contact: Cesar Toledo, Cesar@edreformnow.org 

Washington, D.C. (September 27, 2023) — In response to Mayor Bowser and OSSE’s distribution of more than $64 million to nearly 140 public charter schools in the first installment of the charter teacher pay program, Education Reform Now D.C., released the following statement:

“All students need great educators, and no matter which public school our students attend this year, their educators will receive historic pay raises and retroactive pay, “ said Jessica Giles, Executive Director of Education Reform Now D.C. “This year’s unprecedented investment in our educator workforce was possible because of Mayor Bowser and Chairman Mendelson’s commitment to equity and the retention of educators.” 

# # #

About Education Reform Now D.C. 

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

DFER DC Applauds Dual Enrollment & Early College Congressional Action

FOR IMMEDIATE RELEASE
Contact: Cesar Toledo, Cesar@dfer.org 

WASHINGTON, D.C. (September 19, 2023) — Today, Jessica Giles, Executive Director at DFER D.C., issued a statement on reintroducing the Jumpstart on College Act legislation that would substantially expand dual enrollment and early college programs.

“We are excited to endorse this bill and applaud Sen. Merkley and Rep. Espaillat’s commitment and vision to transforming the high school experience. Once passed, the Jumpstart on College Act will provide critical resources for proven strategies to open doors of opportunity for first-generation students of color to enter the middle class,” said Jessica Giles, Executive Director of Democrats for Education Reform D.C.

“Less than one in ten public high school students have access to dual enrollment and early college programs in D.C., a far cry from where we should be for our Black and Latino students. Passing the Jumpstart on College Act is now more urgent than ever as the District of Columbia and the country face declining college access and completion rates.”

About Democrats for Education Reform D.C. 

Democrats for Education Reform D.C. is dedicated to eliminating racial inequity and discrimination in D.C.’s public education system by supporting leaders who champion student-centered policies. More information can be found on our website at www.dferdc.org.

A drive to end legacy admissions - Axios DC

A student-led petition urging Georgetown University to ban legacy admissions has gained more than 800 signatures in several weeks.

Why it matters: In the wake of the Supreme Court banning race-based admissions, students and faculty worried about the future of diversity at Georgetown want the end of legacy advantages.

The big picture: About one in 10 Georgetown students had legacy status in the Class of 2021, meaning they were applicants who received an advantage in admissions for being a descendant of faculty, staff, or alumni, the Hoya reported in 2020.

• A Georgetown report from this year suggested that "eliminating admissions preferences for legacy students" is one way for selective colleges to maintain diverse student populations.

(read more)

News from Washington - September 2023

Education reform activists across the spectrum are demanding that if affirmative action preferences for ethnic minorities have to go, so should preferential admission for legacy applicants.

“We are challenging state and college leaders to eliminate structurally racist and systemically inequitable admission policies, such as legacy preference and binding early decision, which make college admissions less fair and erode public trust in higher education,” Jessica Giles, Executive Director of Democrats for Educational Reform in DC, told Hispanic Outlook in a long interview on August 19. While her national organization adamantly opposes the ending of affirmative action, they are among a number of groups across the political spectrum that support the ending of legacy admissions. Early in 2023, the DFER lobbied members of Congress to re-introduce the “Fair College Admissions for Students Act” (S3559). It was introduced in the Senate by Jeff Merkley (D-OR). An identical bill (HR6559) was introduced in the House by Jamaal Bowman (D-NY). The Act would “prohibit an institution of higher education that participates in federal student-aid programs from giving preferential treatment in the admissions process to applicants based on their relationships to donors or alumni of the IHE.” The bills are expected to be reviewed this fall by the Senate HELP Committee and the House Education and Labor Committee with strong endorsements from many educational activist organizations including Education Reform Now, the Education Trust, the National Education Association (NEA), the National College Attainment Network (NCAN), the Association of Latino Administrators and Superintendents (ALAS), The Institute for Higher Education Policy (IHEP) and the Hispanic Association of Colleges and Universities (HACU).

“A better way to ensure that under-represented students are considered for admission in elite schools equally with all others is to ensure that secondary education funding, curriculum and programs provide equity for all students,” Giles said. Among the projects DFER is involved in is advocating for new brain science discoveries to aid literacy and math proficiencies in secondary schools. DFER also supports national and local partnership projects to expand the number of college admissions overall through dual secondary school/college degree programs.   

(read more)

Students, Faculty Petition to End GU Legacy Admissions - Georgetowner

 “That’s not good enough. It favors White and therefore is racist,” according to student justice activist organizations such as Employee Resource Networks (ERN).

“We are challenging state and college leaders to eliminate structurally racist and systemically inequitable admission policies, such as legacy preference and binding early decision, which make college admissions less fair and erode public trust in higher education,” said Jessica Giles, executive director of Democrats for Education Reform DC, in a Aug. 19 interview in Georgetown. 

 A petition has been circulating on campus and among students and faculty to  “demand the abolition of legacy admissions at Georgetown.”  It was said over the summer that more than 500 students and faculty at Georgetown University had signed the petition (the actual number was reported by the student newspaper, The Hoya, in September to be about 300).  ERN demanded that the D.C. Council end legacy admission at George Washington, American, Georgetown, Howard and Catholic universities…

(read more)