Councilmember introduces legislation to reduce DC's chronic truancy rate - NBC4

Eleven D.C. public high schools have truancy rates higher than 70% with two hovering around 80%. News4’s Derrick Ward reports on new legislation to address chronic truancy.

Watch here

Students Take on Legacy Admissions - 730

Ever since SCOTUS struck down race-based affirmative action, affirmative action for the wealthy and white (AKA legacy admissions) has come under the chopping block. This week, a Georgetown student wrote to the Washington Post urging the DC Council to ban the practice at all DC universities, continuing recent efforts by petition organizers at the school.

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Opinion: Colleges need diversity of all kinds - The Washington Post

As a Black, first-generation college student at Georgetown University, I am frequently reminded that I am part of a severely underrepresented group on campus. Nine percent of Georgetown’s undergraduate class of 2024 are legacy students; the overall student population is just 7 percent Black, significantly less than the 13.6 percent of the U.S. population identifies as Black or African American. Georgetown’s overall endowment net assets have grown to $3.2 billion, yet according to a 2017 New York Times analysis, just 3.1 percent of Georgetown students came from families in the lowest income quintile. Now that the Supreme Court has struck down affirmative action, this lack of diversity could get worse.

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ERN DC’s Statement on Mayor Bowser HIT and ATC for FY25 Statement

Mayor Bowser Invests in HIT and ATC for FY25 Statement

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

Washington, D.C. (March 20, 2024) — In response to Mayor Bowser announcement of new investments in high-impact tutoring and reimagining high school Jessica Giles, executive director of Education Reform Now D.C., released the following statement:

“We applaud Mayor Bowser for her evidence-based investments aimed at tackling education’s most pressing issues: attendance and achievement. By directing substantial resources into high-impact tutoring, expanding the Advanced Technical Center to ward eight, and opening up additional career pathways, these initiatives will address and improve education and career outcomes for D.C. students, particularly for students of color who have historically lagged behind. Mayor Bowser’s commitment today lays a solid foundation for our students’ long-term success.” 

# # #

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.

Lori Danley’s Testimony at DC’s State Board of Education Public Meeting

Lori Danley
Community Member
Education Reform Now Advocacy D.C.
Public Meeting

Good evening DC State Board of Education (SBOE) Representatives. My name is Lori Danley, and I live in Ward 6. I’m here as a community member for Education Reform Now Advocacy D.C., a non-profit organization fighting for a just and equitable public education system for all D.C. students. Today, I’m here to advocate for the State Board of Education to introduce a resolution to expand secondary college and career pathways, which are crucial for our high school students.

From my experience as a community member, I’ve seen how the lack of opportunity after high school contributes to undesirable situations within my community. This stems from a loss of hope in our youth and feelings of disenfranchisement after high school. 

Every student wants to succeed, but most do not know how.  If the path to success is unclear for them, life after high school becomes less inspiring. With no way to progress in sight, he or she is now vulnerable to eventual extreme hardship. I believe the answer to student success and the success of my community is dependent on providing secondary pathways for our youth. 

Preparation to enter society as a fully functioning and capable adult is vital. We must provide opportunities for our students that help them see a way forward after high school. Dual enrollment provides an entryway to college, which lays the foundation for the successful completion of secondary education. When one sees a way to success that they perceive as achievable, they are motivated to strive for it.

Not all students will want to go to college, but this does not mean that they are any less capable of acquiring the skills needed to earn a good living. These opportunities should be provided while in high school, and our communities need them.  When you see a way forward, you are inspired and driven to strive for this success. Having a pathway that will equip our students to enter the workforce in high-demand and high-earning positions makes a difference. It not only makes a difference in the lives of the students but also the lives of the community. 

If you have two students, one with a clear path to a solid productive future and one who does not see a positive future ahead, we have failed the latter. We have done our communities a disservice and consciously contributed to a future community of disenfranchised citizens. We must be a part of the solution by providing optimal opportunities for our students, they are the future of our community. 

Here’s what’s happening right now:  

• Only 18 out of 100 ninth graders in D.C.’s 2011-12 cohort completed a postsecondary degree within six years of high school graduation.1 

• Approximately 7% (1300) of our students are participating in dual enrollment.2 There are 19,625 students in grades 9-12 who could benefit. We must ask ourselves why and solve this problem.

• Washington D.C., the nation’s capital, is in the lower ranks with regard to dual enrollment access. Again the question is why?

• Failing to provide secondary pathways to college and career for our students contributes to issues we do not want, such as having higher unemployment and a population of people who feel disenfranchised which sometimes leads to depression as they begin to grapple with not having opportunities to provide for themselves after high school.

Here are the steps we suggest:

Looking ahead to next year, we must begin to address the inequities in our public education system regarding preparing students for life after high school. That’s why we’re asking the SBOE to provide our high school students with a positive way forward by providing secondary pathways in high school. This plan will: 

• Tell more students and families about these programs so they know they can join.

• Set aside money to help colleges offer these classes to high school students either at their schools or on college campuses.

• Keep track of how students do in these programs to make sure they’re working.

• Incentivize employers to hire DC students in high-demand, high-wage careers by establishing a fund for employers to receive support for hiring DC students and allowing them to earn points towards the First Source law.

We are urging the D.C. State Board of Education to introduce a resolution that will create secondary pathways for the students of Washington, D.C. Having opportunities to receive formal education and on-the-job training provides a firm foundation for our students as they head out into the world. Thank you for considering this important issue. I’m ready to provide any additional details or help needed.

###

1: DC Policy Center. Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 2022-23: Challenges to pandemic recovery in a new normal. 8 March 2024. Source: https://www.dcpolicycenter.org/publications/state-of-dc-schools-2022-23/.
2: Office of the Deputy Mayor for Education. “Strengthening Student Access and Success in Dual Enrollment in Washington, DC: Report and Recommendations.” December 11, 2023. Source: https://dme.dc.gov/publication/strengthening-student-access-and-success-dual-enrollment.

School absenteeism rates in D.C. are alarmingly high. What’s the city doing about it? - WAMU

Jessica Giles, executive director of Education Reform Now D.C., a think tank and advocacy organization, said chronic absenteeism in the District is “absolutely” a crisis and that the city needs urgent solutions.

“Student attendance is fundamental,” Giles said. “Without it, even the best school investments falter.”

If current rates persist, D.C. faces a slew of long-term challenges. It means high dropout rates and lower high school and college graduation rates. Because rates are highest in disadvantaged communities, it leads to widening income and education disparities. It also means more young people are disconnected not only from school, but also from opportunities like afterschool activities, sports, as well as support programs and social services offered through schools. Giles said students are at higher risk of becoming victims of crime or getting caught up in the justice system when they’re missing school.

Giles noted that D.C. has long struggled with chronic absenteeism (which was at 30% before the pandemic, according to OSSE data), and that the city “can do so much more.”

“This is the time to really, really ensure that we’re doing everything we can,” she said.

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Jessica Giles’ Testimony at Committee of the Whole Hearing on Baseball Deal

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

DC Council’s Committee of the Whole Hearing:

B25-0640, the Ballpark Budget and Maintenance Amendment 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 the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. At ERNA, we always put students’ needs first and focus on improving student attendance, literacy, math, and secondary pathways to college and careers. 

Today, I am pleased to present testimony regarding B25-0640, the “Ballpark Budget and Maintenance Amendment Act of 2023.” This legislation creates a long-term partnership with the Nationals, which is laudable. I have been a fan for many years and appreciate its contributions to the District. However, I believe the team can do more to help foster career opportunities for DC residents. 

Now is the perfect time for the D.C. Council to work with the Washington Nationals (Nats) to create an employment program like the one initially proposed in the Nats’ enabling legislation in 2005. A great example of this program is already in the deal negotiated with D.C. United at Audi Field. I am including more information about that partnership in my written testimony.1

We can imagine that the employment program would incorporate a training program in sports management and field maintenance or other vital parts of the Major League Baseball experience. D.C. residents could then apply to be part of the program and begin to get the essential work experience it takes to get on the path to a stable, well-paid career. Obviously, a program like this would benefit the residents who can enroll, but it would also benefit the Nationals. The team would have a steady stream of D.C. residents who are career-ready, trained on the job, and willing to support the team. 

I am bringing this issue to your attention because D.C., as a whole, needs to do more to prepare our young people for college and careers. Only 18 out of 100 ninth graders in D.C.’s 2011-12 cohort completed a postsecondary degree within six years of high school graduation.2 Further, D.C. residents 18 to 34 years of age make half of what transplants do: $31,658 v $58,547.3 With the legislation before us, we can make a better proposal by including this community benefit and ensuring D.C. residents earn a livable wage.

Let’s envision a future with D.C. residents at its core, where we are cheering on our favorite players and those pursuing careers that enable us to continue enjoying America’s favorite pastime. Thank you for letting me testify today. I am available to answer any questions you may have.

###

1  “A Stadium For All: Economic and Community Benefits of the D.C. United Soccer Stadium at Buzzard Point Source: https://dmped.dc.gov/sites/default/files/dc/sites/config/publication/attachments/Stadium%20for%20All_v5%20Economic%20and%20Community%20Benefits.pdf
2 DC Policy Center. Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 2022-23: Challenges to pandemic recovery in a new normal. 8 March 2024. Source: https://www.dcpolicycenter.org/publications/state-of-dc-schools-2022-23/.
3 DC Policy Center. Coffin, Chelsea and Julie Rubin. Measuring early career outcomes in D.C. 17 November 2021. Source: https://www.dcpolicycenter.org/publications/measuring-outcomes/

Majority of DC Parents Want to Overhaul Math Education, New Survey Reveals

Majority of DC Parents Want to Overhaul Math Education, New Survey Reveals

FOR IMMEDIATE RELEASE 

Contact: Cesar Toledo, Cesar@edreformnow.org 

Washington, D.C. (March 11, 2024) — A new poll surveying 325 parents of DC Public Schools (DCPS) and DC public charter school students reveals a strong desire to overhaul math education. An overwhelming 87% of respondents agree that Mayor Bowser and the DC Council must prioritize investments in improving math education.

 Additional key findings:

• 79% of parents ranked math as the most important subject their children take among nine academic subject options presented, including 81% of Black parents and 73% of Latino parents.

• 89% say they believe anyone can become a “math person” with the right teaching methods and support.

• ​​70% would like to see a math innovation and research hub to improve the quality of their child’s math education through evidence-based solutions led by a task force.

• Two out of eight ideas most picked for improving math education by parents were “making math education better apply to the real world” (49%) and “making math education more relevant to student interests” (34%). 

• 66% of parents want their children to receive extra math tutoring at school. 

“Math is integral for students’ success in life, school, and career. Yet last year, 78% of DC public school students did not meet expectations in math. This statistic is grim yet solvable. When you add high-quality teaching plus the right kinds of support for students and families, you get confident students ready to take on the world,” said Jessica Giles, executive director at Education Reform Now D.C. “We are calling on the Mayor and Council to solve DC’s math problem by developing a statewide strategy implementing evidence-based, proven practices and supports.”

“Parents feel strongly that the city should invest in improving math education,” said Josh Boots, executive director of EmpowerK12. “Building upon these survey findings, EmpowerK12 will release a report that identifies where investments will have the greatest impact.”

In school year 2022-23, 78 percent of DC public students did not meet grade level expectations, down from 81 percent in school year 2021-22. Despite these worsening trends, math education has received little policy attention from city leaders. 

EmpowerK12’s report will be released on March 14, 2024, and highlights five key evidence-based practices observed in 36 District schools that have demonstrated notable growth in math. 

For the survey results memo, visit here, and for full results, visit here. 

# # #

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.

Jessica Giles’ Testimony at Committee of the Whole and Committee on Business and Economic Development Joint Hearing

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

DC Council’s Committee of the Whole and Committee on Business and Economic Development Joint Hearing on:

B25-0581, the “Medical Cannabis Clarification Amendment Act of 2023”
B25-0691, the “Medical Cannabis Program Enforcement Amendment Act of 2024”

Greetings, Chairman Mendelson, Chairman McDuffie, Members, and Staff of the Committee of the Whole and Committee on Business and Economic Development. My name is Jessica Giles. I am a ward seven resident and the Executive Director of the D.C. Chapter of Education Reform Now Advocacy, an organization fighting for a just and equitable public education system for all students. 

I am submitting written testimony on B25-0581, the “Medical Cannabis Clarification Amendment Act of 2023,” and B25-0691, the “Medical Cannabis Program Enforcement Amendment Act of 2024.” We urge you to remove the following paragraph from the emergency, temporary, and permanent legislation: 

“(c) For purposes of this section, the 300-foot restrictions shall not apply  where the main entrance to the preschool, primary or secondary school, or  recreation center, or the nearest property line of the school or recreation  center, is actually on or occupies ground zoned commercial or industrial  according to the official atlases of the Zoning Commission of the District of Columbia.” 

We are opposed to this subsection for three reasons:

1. Cannabis use among high school students in DC is common, and it can negatively impact their health. According to the 2021 Youth Risk Behavior Survey: 1 out of 5 high school students used marijuana within the last 30 days. This rate increased for students with poor mental health and who identify as LGBTQ+.1 Teenagers who use cannabis recreationally are two to four times as likely to develop psychiatric disorders, such as depression and suicidality, than teens who don’t use cannabis at all.2
    

2. The proximity of cannabis retailers and advertisements can increase cannabis use among adolescents. A study found that “younger student cannabis use was most often linked to cannabis advertising exposure, while older student cannabis use was more common among students who attended high schools within 1 mile from a cannabis retailer.”3
    

3. Cannabis retailers and cultivation centers should be 300 feet or more from every public school, regardless of how it is zoned. The current subsection creates an exception that allows cannabis retailers and cultivation centers to open next door to a child care center, public school, or recreation center if the facility is located on a zoned commercial or industrial site. 

Ultimately, we are neutral on whether medical dispensaries should be legalized and regulated in the District of Columbia. However, we oppose the DC Council passing legislation that would likely adversely impact our youth. We encourage you to remove subsection c. Thank you for allowing me to submit written testimony. Please include this in the public record for this hearing.

###

1 Office of the State Superintedent of Education. (2021) 2021 DC Youth Risk Behavior Survey. Source: https://osse.dc.gov/service/dc-youth-risk-behavior-survey-yrbs Accessed: March 6, 2024.
2 Columbia University Department of Psychiatry. (2023) “Recreational Cannabis Use By Teens Linked to Risk of Depression, Suicidality.” Source: https://www.columbiapsychiatry.org/news/recreational-cannabis-use-among-u-s-adolescents-poses-risk-adverse-mental-health-and-life-outcomes Accessed: March 6, 2024.
3 Firth, C. L., Carlini, B., Dilley, J., Guttmannova, K., & Hajat, A. (2022) “Retail cannabis environment and adolescent use: the role of advertising and retailers near home and school.” Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9189000/ Accessed: March 6, 2024.

High-Impact Tutoring Improves Student Attendance Statement

High-Impact Tutoring Improves Student Attendance Statement

FOR IMMEDIATE RELEASE 

Contact: Cesar Toledo, Cesar@edreformnow.org 

Washington, D.C. (March 4, 2024) — In response to early findings on high-impact tutoring boosting student attendance in DC from the National Student Support Accelerator at Stanford University, Jessica Giles, Executive Director of Education Reform Now D.C., released the following statement:

“These early findings show High-Impact Tutoring (HIT) is critical to reduce our extremely high levels of chronic absenteeism and improve our students’ reading and math skills, where D.C. students are struggling.” 

“With the fiscal year 2025 budget season upon us and a fiscal cliff on the horizon, the Mayor and D.C. Council must preserve this evidence-based program to meet the urgent academic needs of our students and position D.C. as a national leader in accelerating reading and math outcomes.”

# # #

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.

Jessica Giles’ Testimony at Committee of the Whole

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

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

● Office of the Deputy Mayor for Education
● District of Columbia Public Schools
● Office of the State Superintendent of Education

Good morning, Chairman Mendelson, Members, and Staff of the Committee  of the Whole. My name is Jessica Giles. I am a ward seven resident and the Executive Director of the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. At ERNA, we always put the needs of students first and we’re steadfastly focused on improving student attendance, literacy, math, and secondary pathways to college and career. Because l have limited time, my testimony today will focus on the Office of the State Superintendent of Education (OSSE) and the Office of the Deputy Mayor for Education (DME), and how we can continue to make progress in education in DC, and transform the lives of our students. 

(1) Treat Student Attendance with the Urgency it Deserves

Chronic absenteeism and truancy is the number one issue facing our public education system.1 43% of students were chronically absent in the 2022-2023 school year, and 37% of students were truant (more than 1 and 3 students).2 Why does this matter? If students are not attending school daily or consistently, then they will fall behind in school and could drop out of school altogether. The Criminal Justice Coordinating Council released a report in 2020 that showed educational indicators have the largest magnitude of association with juvenile justice involvement, higher than homelessness and neglect/abuse.3 Youth with an average number of unexcused absences are 3.16 times more likely to become justice system involved than if they had no unexcused absences.4 Unfortunately, there are no magic solutions for addressing our attendance crisis. All of our agencies must play an active role in supporting student attendance. When faced with smaller budgets, schools must keep evidenced-based practices that work in driving student attendance, including nudge communications. I’ll end by asking: who is ultimately responsible for attendance? From my experience, when no one leads, nothing gets done.

(2) Become a Math Hub for Innovation and Research 

Math helps students develop critical thinking skills and opens up career pathways. A student’s ability to pass Algebra I by the eighth grade is an indicator of future postsecondary success.5 However, in the 2022-2023 school year, nearly 8 out of 10 students who took the PARCC assessment in Math did not meet expectations.6 While OSSE’s Division of Teaching and Learning Professional Development offers resources on standards and implementation, assessments, instructional materials, distance learning, and professional development, there is no comprehensive, statewide PreK-8 mathematics strategy. A statewide strategy includes five elements: daily math instruction with high-quality content and instructional materials; support for teachers; assessments and parent notification; interventions; and resources for families and caregivers. The DC Council should pass legislation to establish a Mathematics Innovation and Research Task Force (“Task Force”), as there has been in literacy. As the ESSER cliff approaches and high-impact tutoring funds are spent, there must be a statewide strategy and interventions in place to continue providing support for students who struggle with math. Our civic leader Andre Aina will be testifying later today about the need for this statewide math strategy.

(3) Transform how Literacy is Taught in DC

Every student has a right to read. Reading is a fundamental skill that all students need to succeed in school, life, and career. Children must read on grade level by third grade regardless of where in the city they live and what school they attend. That is not currently the case and too many students and adults struggle to read in the District of Columbia. Last school year, 66.3 percent of students who took the English Language Arts section of the PARCC assessment did not meet expectations.7 

For the last three years, ERNA DC has been advocating for the expansion of science of reading. We have been pleased by the Mayor and OSSE’s tremendous leadership in this area. OSSE has invested $20 million over five years and released a comprehensive literacy plan.8 Additionally, OSSE convened an Early Literacy Education Task Force last year, which culminated in the production of a high-quality report with four over-arching recommendations for expanding science of reading training to all elementary educators.9 Thanks to the leadership of Councilmember Pinto and Chairman Mendelson for funding this task force. Now, these recommendations must be implemented. Recently, we shared a sign-on letter on behalf of literacy advocates urging full investment in the science of reading. We urge the Mayor and DC Council to fully fund the recommendations in the report.

(4) Build Strong, Accessible College and Career Pathways for Students

About half of DC students enroll in college within six months of graduating, but only 8 out of 100 9th-grade cohort students will complete postsecondary education within six years of graduating high school.10 There are many consequences for students not earning a degree or credential that have an impact on their ability to earn a livable wage and the little data we have now indicates that 18 to 34 years of age make half of what transplants do: $31,658 v $58,547.11 To put bluntly, we are doing a great disservice to our students by not adequately preparing them for what comes next. Last November, ERNA’s affiliate organization, Education Reform Now DC, published a report titled, “D.C.’s Quiet Crisis in College Access & Completion,” which included several recommendations DC leaders can take to address these challenges.12 

Rapidly Expand Dual Enrollment and Early College

Dual enrollment is known to lead to greater two-year and four-year college enrollment, degree attainment, and earnings six years after high school, with stronger effects for students who are traditionally underrepresented.13 Despite this fact, only 1,300 students (7%) of D.C. public high school students participated in these opportunities.14 Over the last year or so, the DME convened a dual enrollment working group with education stakeholders to figure out how to equitably scale up dual enrollment opportunities, and the office released a report titled, “Strengthening Student Access and Success in Dual Enrollment in Washington, DC: Report and Recommendations.”15 While OSSE has worked diligently to increase the number of students participating in dual enrollment opportunities over the last few years – this is not enough. We urge OSSE to double the number of dual enrollment seats in fiscal year 2025, enhance the program’s marketing, and collect data on student outcomes. This must include a strategy for expanding in-person cohort-based dual enrollment at local education agencies for students furthest from opportunities. 

Maintain and Build out the Education to Employment Data System

DME officially launched the Education Through Employment Data System recently, which we are very excited about. We appreciate that there is an intention to ground the data in community feedback and cross-partner collaboration. We urge the Mayor and DC Council to maintain an investment in the Education to Employment data system in fiscal year 2025 and beyond, and to include a return-on-investment analysis on current career programming to see what works and what does not.

Implement a Strategy for Incentivizing Employers in High-Wage, High-Demand Career Fields

Lastly, the Deputy Mayor for Education and DC Council must identify incentives for employers to hire DC students, such as establishing a fund for employers in high-demand, high-wage industries to receive support for hiring DC students and removing barriers for them.

In closing, we want to thank Mayor Bowser for a proposed 12.4% increase to the foundation level of the uniform per student funding formula, or $14,668 per student, which includes educator pay. We applaud this investment and hope the DC Council approves it, as well as the charter facilities allotment. Still, we know that local education agencies (LEAs) in both sectors will have to make gut-wrenching decisions about their staffing and funding in FY 2025 due to lower revenue and the approaching ESSER cliff. We look forward to seeing the results of the DC Council-mandated adequacy study and ask the Committee of the Whole to ask for an update on its progress. 

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

###

1 Education Reform Now DC. 12 December 2023. ERN DC Testimony on Chronic Absenteeism & Truancy. Source: https://edreformnow.org/2023/12/13/ern-dc-testimony-on-chronic-absenteeism-truancy/
2 District of Columbia Attendance Report 2022-23 School Year. 30 November 2023. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2022-23%20Attendance%20Report_FINAL_0.pdf
3 Criminal Justice Coordinating Council. November 2020. A Study of the Root Causes of Juvenile Justice System Involvement. Source: https://cjcc.dc.gov/sites/default/files/dc/sites/cjcc/CJCC%20Root%20Cause%20Analysis%20Report_Compressed.pdf
4 Ibid
5 Predictors of Postsecondary Success. American Institutes for Resarch. Source: https://ccrscenter.org/sites/default/files/CCRS%20Center_Predictors%20of%20Postsecondary%20Success_final_0.pdf Accessed January 22, 2024.
6 OSSE. School year 2021-22 PARCC assessment results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2021-22%20District%20of%20Columbia%20Statewide%20Assessment%20Results%20Presentation.pdf
7 Ibid. School year 2021-22 PARCC assessment results.
8 Office of the State Superintendent of Education. District of Columbia Literacy Plan. December 2021. https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/CLP2021_Booklet2021_DecUpdate.pdf
9 Office of the State Superintendent of Education. Recommendations for Structured Literacy Instruction in the District of Columbia. September 2023. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf
10 DC Policy Center. Coffin, Chelsea and Julie Rubin. State of D.C. Schools, 2021-22. D.C. Policy Center, 15 March 2023, www.dcpolicycenter.org/publications/schools-21-22/.
11 DC Policy Center. Coffin, Chelsea and Julie Rubin. Measuring Early Career Outcomes in D.C. Policy Center, 17 Nov. 2021, www.dcpolicycenter.org/publications/measuring-outcomes/.
12 Education Reform Now DC. “D.C.’s Quiet Crisis in College Access & Completion.” 1 November 2023. Source: https://edreformnow.org/2023/11/01/new-report-highlights-d-c-s-quiet-crisis-in-college-access-completion/
13 College in High School Alliance. “Evidence of Success.” Source: collegeinhighschool.org/what-we-do/evidence-of-success/
14 Office of the Deputy Mayor for Education. “Strengthening Student Access and Success in Dual Enrollment in Washington, DC: Report and Recommendations.” 11 December 2023. Source: https://dme.dc.gov/sites/default/files/dc/sites/dme/publication/attachments/Strengthening%20DC%20Student%20Access%20and%20Success%20in%20Dual%20Enrollment_0.pdf
15 iBid.

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

Andre Aina, CEO
Third Eye Education Analytics 

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

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

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

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

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

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

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

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

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

A Statewide Math Strategy 

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

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

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

Third Eye Pilot Program 

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

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

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

A Statewide AI Strategy 

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

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

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

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

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

Closing 

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

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

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

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

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

• University of the District of Columbia

• District of Columbia Public Charter School Board

• State Board of Education

• Office of the Student Advocate

• Office of the Ombudsman for Public Education

• District of Columbia State Athletic Association

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

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

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

To strengthen its services, UDC must do the following: 

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

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

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

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

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

• Provide free corequisite courses with wraparound support.

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

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

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

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

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

###

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

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

DC State Board of Education
Public Meeting

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

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

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

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

Fiscal Year (FY) 2025 Budget Priorities

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

Our FY 2025 budget recommendations are the following:

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

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

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

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

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

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

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

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

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

###

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

"The Right to Read" Documentary Screening - Washington Informer

Join us this Black History Month for the FREE documentary screening of The Right to Read on Tues., Feb. 20th, from 6:30pm-8:45pm at Alamo Drafthouse (DC Bryant St) to learn about the nation's reading crisis and how to solve it in the District. The film shares the stories of an NAACP activist, a teacher, and two American families who fight to provide our youngest generation with the most foundational indicator of life-long success: the ability to read. When a child doesn't learn to read, their chances of incarceration, homelessness, and high school dropout increase. That's why Oakland-based NAACP activist Kareem Weaver's message is clear: literacy is the greatest civil right of our time.

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ERN DC Applauds Mayor Bowser’s Commitment to Students

ERN DC Applauds Mayor Bowser’s Commitment to Students 

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

Washington, D.C. (February 14, 2024) — In response to Mayor Bowser announcing a 12.4% increase to the uniform per student funding formula (UPSFF) in her fiscal year 2025 budget proposal, Jessica Giles, Executive Director of Education Reform Now D.C., released the following statement:

“Despite heading into one of the most challenging budget seasons in recent memory, Mayor Bowser demonstrated an unwavering commitment to funding the needs of our learners and their educators. The historic boost to the District’s per-student funding formula sends a clear message to parents: your learner’s academic achievement is my top priority. 

As the District faces an approaching Elementary and Secondary School Emergency Relief (ESSER) cliff, it is critical for all our leaders to continue funding evidence-based solutions that improve attendance and safety while preparing our students to be the leaders of tomorrow: strengthening early literacy, innovating in math, and building high-wage career pathways.”  

  # # #

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.

Minetre Martin’s Testimony on DBH Performance Oversight

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

Minetre Martin
Organizing Manager
Education Reform Now Advocacy DC 

Chairperson Christina Henderson and Committee on Health Members,

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

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

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

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

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

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

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

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

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

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

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

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

###

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

ERN DC Applauds Expansion of the Advanced Technical Center

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

Washington, D.C. (January 25, 2024) — In response to Mayor Bowser announcing a $4.1m grant to expand access to the Advanced Technical Center, Jessica Giles, Executive Director of Education Reform Now D.C., released the following statement:

“We applaud the Mayor’s office and the Biden-Harris Administration for their continued investment in expanding access to DC’s Advanced Technical Center. Effective, innovative programs like the ATC dismantle barriers to college access and open pathways to high-wage careers. Encouraging a seamless integration between high school, college, and career is now more urgent than ever to ensure students graduate college and career ready. We hope this grant serves as a catalyst for additional investments to expand dual enrollment access for all students, particularly students of color who live East of the River.”

# # #

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.

DC State Board of Education Panel on Chronic Absenteeism & Truancy

DC State Board of Education
Panel on Chronic Absenteeism & Truancy

Minetre Martin
Organizing Manager
Education Reform Now Advocacy DC

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

1. Expanding Home Visiting Services

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

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

4. Enhanced Oversight for Government Agencies

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

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

1. Expand Home Visiting Services

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

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

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

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

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

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

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

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

4. Enhanced Oversight for Government Agencies

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

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

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

Thank you for holding a public meeting on this issue.

###

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

ERNA DC’s Public Comments on the Draft DC Financial Literacy Standards

ERNA DC’s Public Comments on the Draft DC Financial Literacy Standards

Thank you to the Office of the State Superintendent of Education for allowing Education Reform Now Advocacy to submit a public comment on the November 2023 draft of the DC Financial Literacy Standards. Overall, the draft standards are vital as they infuse valuable local, modern, and culturally relevant perspectives on personal finance compared to the National Standards. Additionally, we believe it’s essential that every student takes a financial literacy course. This should be built into D.C.’s high school graduation requirements because they are vital skills in a student’s life, education, and career.

We have three recommendations to strengthen the standards.

1. The Earning Income standard needs to include guidance on the financial impact of higher education and career choices. Students must understand their options when considering earning income in the 21st century.

a. The Earning Income-4 or 5 standard should include comparing post-secondary education costs with the potential income increase for a career of choice.
b. The Earning Income-4 standard should explicitly name dual enrollment opportunities as a program that helps students pay for college.
c. The Earning Income-5 standard should include support with creating a resume. We’ve heard from schools that students should leave high school with one.

2. The Investing standard should include guidance on the role of behavioral finance/cognitive biases in investing decisions, the role of financial technology in investing, tax rules for retirement investing (Roth IRAs vs. Traditional IRAs, etc.), the impact of inflation on returns, index investing, and basics like the difference between saving and investing.

3. The Managing Risk standard should tackle financial decisions more relevant to high school students’ immediate lives, such as protection from fraud and scams while on social media and while shopping on mobile apps.