Brandon Best: DC needs a vision — and funding — for math innovation

DC State Board of Education member Brandon Best in The DC Line:

Math is a fundamental building block for the future. As our world undergoes rapid technological advancements, the ability to understand and apply mathematical concepts has never been more critical. With the emergence of artificial intelligence (AI) and other advanced technologies changing the skilled worker landscape, there is a greater need for our educational system to evolve to ensure our students can navigate and succeed.

Meanwhile, math proficiency has significantly declined across the country, with only 36% of fourth graders performing at or above basic proficiency levels set by the National Assessment of Educational Progress — a major concern as we prepare our children for a future increasingly driven by science and technology. In DC, the data is even more alarming. Only 22% of our students currently meet math proficiency level expectations, making the District home to one of the most significant needs in the nation. Despite this urgent issue, the latest proposed budget for the District surprisingly lacks any new funding commitments for innovation in mathematics education, a critical gap as we aim to better equip our students for technological advancements.

By supporting math innovation and transforming our approach to math education, we can close the achievement gap and prepare our students for the challenges of the future. In hopes of marking a pivotal step toward this goal, I recently introduced a “Blueprint for Tomorrow’s Education,” a strategy for remodeling math instruction in the District. This effort begins with two resolutions currently under consideration by the DC State Board of Education: “The Creation of a Comprehensive Pre-K to 8 Mathematics Strategy in the District of Columbia” (SR24-13); and “Establishing State Board Priorities for Artificial Intelligence in Education” (SR24-12). I hope the DC State Board of Education will act on these two resolutions by this summer. They propose a comprehensive approach to revitalize math education and seamlessly integrate AI and technology into the educational infrastructure, ensuring our students are well-equipped for the digital age.

As a former special education math educator in the District, I’ve seen the tremendous potential of young minds when introduced to mathematics in ways that are both joyful and relevant. Whether it’s using video games like Madden NFL or NBA 2K to learn multiplication concepts, or finding other engaging approaches, we must address long-standing questions: “How do we make math learning more relatable? How do we make it more fun?”

DC Public Schools outlined its commitment to succeed in mathematics in its most recent five-year strategic plan. Seven other states — including Colorado, Alabama and Arkansas — have recognized the need for specialized math instruction and passed laws in 2022 and 2023 requiring math support for struggling students.

To reverse DC’s decline in math outcomes, we need a strategic, citywide approach to support the unique needs of DC students, starting with the establishment of a Math Task Force. This task force would provide schools with recommendations for proven, high-quality math teaching materials, innovative programs and professional development opportunities. With this initiative, we can ensure that our teachers are fully prepared to deliver engaging and effective math education, an essential step if we are to ensure positive early math education outcomes. Ward 5 Councilmember Zachary Parker has been a great partner in ensuring the council is on board, supporting this strategic initiative and its mission to reverse the decline in math proficiency.

The power of numbers goes beyond individual success: It has the potential to transform communities and local economies. As Mayor Muriel Bowser envisions the revitalization of downtown DC, investing in math education can play a pivotal role in the city’s resurgence. Research has shown that better educational outcomes can lead to increased worker salaries and a higher gross domestic product. Enhancing math skills in DC could increase students’ future salaries by $31,000 annually, according to one study.

Beyond a dwindling downtown, DC faces a significant shortage in tech talent. This situation highlights the urgent need to prioritize STEM (science, technology, engineering and mathematics) principles into our education system, ensuring that DC students have the necessary skills to perform the jobs in their backyards that are currently out of reach.

At this crucial juncture, the decisions we make today will determine the future success of our children. By making math education more engaging and relevant, and by integrating the principles of AI, we can ignite a passion for learning and prepare our students with the critical-thinking and problem-solving skills they will need to excel. Our “Blueprint for Tomorrow’s Education” is a commitment to that future — a promise to our children that we will equip them with the tools to build a brighter, more prosperous DC.

Brandon Best represents Ward 6 on the DC State Board of Education.

Minetre Martin’ Testimony to the DC Council Committee of the Whole’s Budget Oversight Hearing

Minetre Martin

Organizing Manager

Education Reform Now Advocacy DC

DC Council’s Committee of the Whole Budget Oversight Hearing:

• “Fiscal Year 2025 Local Budget Act of 2024”

• “Fiscal Year 2025 Federal Portion Budget Request Act of 2024”

• “Fiscal Year 2025 Budget Support Act of 2024”

• “Fiscal Year 2024 Revised Local Budget Emergency Adjustment Act of 2024” 

Good afternoon, Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward 4 resident and an Organizing Manager for the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. Today, I am here to urge the DC Council to:

1. Fully fund the Early Literacy Education Taskforce recommendations with an additional $10 million across the financial plan.

2. Fund the Mathematics Education Improvement Amendment Act of 2024 at $300,000 ($3 per public school student).  

3. Restore the 3.1% increase to the charter facilities allotment funding at $11.66 million ($246 per public charter student) over the financial plan.

The urgency of our situation is clear. 78% of our students can’t do grade level math, 66% aren’t proficient in English Language Arts, and there is a shocking 49.8% illiteracy rate for adults in wards 7 and 8. That is relevant to our community because we want to empower our residents to thrive in life and D.C. families demand change.

A recent poll of 325 DC public school parents revealed that 87% agreed that Mayor Bowser and the D.C. Council must prioritize investments in math education. This cuts across racial lines, with 81% of Black parents and 73% of Latino parents ranking math as the most important subject for their children's future.

Two years ago, Chairman Mendelson, Councilmember Pinto, and the DC Council passed legislation into law that would create the Early Literacy Education Taskforce, and now the DC Council must finish what it started by making targeted investments in strengthening reading by supporting access to high-quality instructional materials and providing evidence-informed training for teachers in the science of reading. Additionally, an investment in a math task force now would allow us to course correct and revolutionize how math is taught in DC and perhaps even chart a course for reforms across the country. We applaud Councilmember Zachary Parker for introducing the Mathematics Education and Improvement Amendment Act of 2024 and Councilmembers Anita Bonds, Christina Henderson, Janeese Lewis George, Brianne Nadeau, Brooke Pinto, and Robert White for co-introduction.

Let’s not just be a city that talks about equity but rather one that puts its money where its mouth is, investing in the programs and supports that truly make a difference in our student’s academic acceleration.

Additionally, we are asking the DC Council to restore the 3.1% increase to the charter facilities allotment funding at $11.66 million over the financial plan. Maintaining the facilities allotment is crucial for public charter schools to find, construct, and/or renovate buildings to create safe and well-maintained learning environments for our students. This funding is necessary to keep pace with rising costs and is integral for accessing large-scale projects.

So I'm asking you, Council members, to be the heroes of this story. 

1. Fully fund the Early Literacy Education Taskforce recommendations. (The Mayor proposed $2.2 million for some training and high-quality instruction materials.) 

2. Fund the Mathematics Education Improvement Amendment Act of 2024.  

3. Restore the 3.1% increase to the charter facilities allotment over the financial plan. 

Before I close, it is also important that we maintain the Mayor's proposed investment in secondary education initiatives that provide students with greater access to college-level courses and career-readiness programs. These investments include $668,000 for the Office of Education through Employment, which will work to create seamless transitions from high school to postsecondary education and the workforce.

Thank you for your time and I welcome any question you may have.

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School year 2022-23 PARCC Assessment Results Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf

 OSSE. 2022-23 Assessment Results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf

 Reading is Fundamental. East of the River News. Source: https://eastoftheriverdcnews.com/2024/02/13/reading-is-fundamental/

 Education Reform Now DC. Majority of DC Parents Want to Overhaul Math Education, New ERN DC Survey Reveals. Accessed April 4, 2024. Source: https://edreformnow.org/2024/03/11/majority-of-dc-parents-want-to-overhaul-math-education-new-ern-dc-survey-reveals/

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

Civic Leader LaDan Johnson Advocates for FY2025 Investment in Math

LaDan W. Johnson
Civic Leader 
Education Reform Now Advocacy D.C.

DC Council’s Committee of the Whole Budget Oversight Hearing:

“Fiscal Year 2025 Local Budget Act of 2024”

“Fiscal Year 2025 Federal Portion Budget Request Act of 2024”

“Fiscal Year 2025 Budget Support Act of 2024”

“Fiscal Year 2024 Revised Local Budget Emergency Adjustment Act of 2024”

Good afternoon, Chairman Mendelson, Members, and Staff of the Committee  of the Whole. I am LaDan W. Johnson, a resident of Ward 7 and an employee and Ph.D. student in Higher Education Leadership and Policy Studies at Howard University. As a civic leader for Education Reform Now Advocacy D.C., I advocate for equitable educational opportunities in Washington, DC. Tonight, I am here to urge you to: 

1. Fund the Mathematics Education Improvement Amendment Act of 2024 estimated to be $300,000 ($3 per public school student).  

2. Fully fund the Early Literacy Education Taskforce recommendations with an additional $10 million. 

3. Maintain the Mayor’s proposed investments to build secondary college and career pathways to expand dual enrollment opportunities for students. 

In my current role as the Student Affairs Specialist and Advisor for Computer Science at Howard University, I find access to math, literacy, and early college through dual enrollment increases persistence for students pursuing higher education. This is true for many of the students whom I advise in the computer science program who participated in dual enrollment prior to enrolling at Howard. Many of my advisees who participated in dual enrollment and had solid math and literacy skills have excelled in the computer science program.

Math and literacy proficiency are essential for success in higher education and the workforce. They provide the critical thinking and communication skills needed to thrive in today's economy. Dual enrollment and early college programs, in turn, help students build on these foundational skills while addressing stagnant college participation rates and socioeconomic disparities in educational attainment.

Despite some progress, only 30% of adults in D.C. have obtained a bachelor's degree over the past two decades, and educational attainment gaps persist. With just one in four young adults holding a degree, yet 58% of jobs requiring one, the need for strengthening math, literacy, and dual enrollment programs is clear. Currently, only 7% of public high school students participate in publicly funded dual enrollment programs.

Our asks:

We urge the DC Council to build on the Mayor's proposed investments by taking decisive action to:

• Fund the Mathematics Education Improvement Amendment Act of 2024 estimated to be $300,000 ($3 per public school student). 

• The Task Force will be comprised of local and national experts to recommend implementation of a statewide math strategy that 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.

• Fully fund the Early Literacy Education Taskforce recommendations with an additional $10 million. 

• The Mayor has proposed $2 million to implement high-quality instructional materials and some training for teachers based on recommendations from the Early Literacy Task Force. Additional funding is needed to support the full adoption of training as well as literacy coaches

• Maintain the Mayor’s proposed investments to build secondary college and career pathways to expand dual enrollment opportunities for students. These investments include the following: $668K for the Office of Education through Employment Pathways; and $22 million for investments in the Advanced Technical Centers, dual enrollment, Reimagine High School, and internships. Still, there is much-needed progress that is needed to ensure these investments are well-spent:

• Enhance marketing for these programs.

• Provide robust data collection on student outcomes and transparently share.

• Develop strategies for expanding in-person, cohort-based dual enrollment programs, especially for students facing significant barriers.

• Incentivize employers to hire students in high-demand, high-wage careers.

My experiences in education policy and practice have deepened my commitment to addressing challenges in the American educational landscape, advocating for diversity, and eliminating inequitable practices. Thank you for considering these crucial steps toward a more inclusive and equitable educational system in Washington, DC.

Thank you for your attention to this important matter.

New Legislation Aims to Solve DC’s Math Problem

Education Reform Now DC Supports Bill to Address the Math Proficiency Crisis, Promising Comprehensive Overhauls and Expert-Led Solutions 

Washington, D.C. (May 1, 2024) — Today, Jessica Giles, executive director at Education Reform Now DC (ERN DC), issued a statement on the "Mathematics Education Improvement Amendment Act of 2024," introduced by Councilmember Zachary Parker. The bill establishes a Mathematics Education Task Force to overhaul math education for students in grades K-12 in the District of Columbia, consisting of local and national experts and representatives from various educational bodies, and will convene every four weeks until it submits a required report by June 15, 2025.

The task force's report will outline actionable areas to improve math instruction and achievement, including recommending high-quality teaching materials, creating a state catalog of professional development resources, producing a list of approved curricula, and suggesting intensive training for school leaders. It will also recommend strategies to support parents, suggest systems for assisting students who are below grade level, and provide guidance on the allocation of funding and resources to implement these strategies.

“I am thrilled to see the Mathematics Education Improvement Amendment Act of 2024 move forward, especially as we face the grim reality that more than three out of four of our students are currently underperforming in mathematics. This bill is a critical first step towards addressing this issue by assembling a task force of experts dedicated to improving our math education framework,” said Jessica Giles, executive director of Education Reform Now DC. “Our children deserve the highest standard of education to prepare them for successful futures, and this bill lays down the foundation to achieve just that.”

 
# # #

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.

Announcing 2024 Primary Candidate Endorsements

Three Candidates Align with DFER DC's Vision for Student Success

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

Washington, DC (April 26, 2023) — Today, DFER DC announced its endorsement of three education reform champions on the June Democratic primary ballot who have demonstrated a commitment to prioritizing the pressing challenges facing the District’s students. After a thorough selection process that included in-depth interviews and comprehensive questionnaires, these candidates have shown alignment with the educational priorities requiring action, specifically, improving literacy and math outcomes, increasing student attendance, expanding pathways to college and high-wage careers, and protecting public school choice.    

“Our vetting process ensures that endorsed education reform champions are both equipped to lead and committed to advocating for substantial and equitable changes in public education,” said Jessica Giles, executive director of Democrats for Education Reform DC. “We are excited to support these leaders who have demonstrated their resolve to center students at the core of their policy priorities. Each candidate brings a credible history of community leadership, trustworthy vision, and an actionable plan to address the gaps in our public education system.” 

Councilmember Brooke Pinto for Ward 2 — Councilmember Pinto has centered student values and voices in her policy priorities since taking office and is steadfastly committed to removing barriers to education. After hearing high school students share challenges accessing menstrual products, she passed and funded legislation to ensure there are free menstrual products available in all of our schools for young women, girls, transgender, and gender non-conforming students. Upon learning the challenges students and residents face with reading, Councilmember Pinto passed and funded legislation to strengthen how reading is taught to students. With too many students feeling unsafe and missing school, Councilmember Pinto’s common-sense approach to policymaking and thoughtful leadership is needed now more than ever.

Veda Rasheed for DC Council, Ward 7 — In the 10-way race with many great candidates, Veda stands out for her demonstrated commitment to our student-centered values and inspiring history of community leadership. From organizing peace rallies to delivering food to seniors during the pandemic, and serving in the DC government, Veda is ready to lead Ward 7 residents on day one once elected. As an accomplished attorney and mother of two boys, Veda’s vision for education is a personal one that prioritizes student safety and makes critical investments in safe passage, school-based behavioral health, and evidence-based solutions to address the District’s academic crisis. As Speaker Emerita Nancy Pelosi once said, Veda’s “Our true VIP.”

U.S. Representative Dr. Adeoye “Oye” Owolewa— U.S. Representative Owolewa is a proud son of Nigerian immigrant parents, a healthcare provider, and one of the District’s lead champions for statehood. His commitment to students began in 2014 when he introduced the world of STEM to elementary students and later created a Youth Empowerment and Pathways Initiative to help guide our youth to professional careers. With the high stakes of this year’s presidential election and a promise by a former president to “federally takeover DC,” the need for champions like Representative Owolewa on the frontlines of the fight for statehood is urgent.

DFER DC supports leaders who are committed to innovative education reform. From the moment candidates decide to run through to their electoral victory, DFER DC and its partner organizations provide them with the resources, training, and expertise necessary for success. 

DFER DC has a proven track record of shaping elected leadership in the District. Over one-third of the Democrats on the June Primary ballot vying for a seat on the DC Council have been trained in part by DFER DC, highlighting the organization's impact on the District’s political and education landscape. DFER DC has helped propel 24 candidates to run for local office and secured millions in funding for essential public education programs, benefitting all students across the District regardless of the public school they attend.   

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About Democrats for Education Reform DC 
Democrats for Education Reform DC (DFER DC) is the District’s leading political organization building a pipeline of Education Reform Champions who are committed to ensuring our public education system justly and equitably serves all students. Learn more at www.dferdc.org.

Why incarcerated D.C. youth keep calling for special education in federal prisons - WAMU

For those with disabilities, those educational resources can be even more limited.

Jessica Giles, executive director of Education Reform Now D.C., said the lack of special education in prisons reflects a larger citywide inequity. Whether or not they’re incarcerated, students with disabilities in D.C. have limited access to education. That’s due in part due to growing vacancies in special education roles, which factor into growing teacher turnover rates overall. “The failures of education start from a very young age,” she said

(read more)

D.C. Needs More Than Phonics to Lift its Students’ Reading Scores - The 74 Million

A decade ago, Washington, D.C., was hailed as a national model for education reform. The charter school sector, which now serves almost half of all public school students in the city, was expanding rapidly. D.C. Public Schools was a leader in adopting a teacher evaluation policy that linked compensation to student test scores and boasted that it was “the fastest-improving urban school district in the country.”

But while reading scores have improved somewhat, 73% of fourth-graders and 78% of eighth-graders still score below proficient on national reading tests. And the yawning gaps between groups of students have stayed the same or even expanded.

In 2022, Black fourth-graders scored 69 points lower than their white peers, a gap that hasn’t budged significantly since 1998. The disparity between children poor enough to qualify for free school meals and those who are not is now 56 points, 14 points larger than in 1998. The trend for eighth grade is similar.

(read more)

Jessica Giles’ Testimony to the DC Council Committee of the Whole’s Budget Oversight Hearing

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

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

• State Board of Education (including Student Advocate and Ombudsman)

• District of Columbia State Athletic Association

• Public Charter School Board

• Deputy Mayor for Education (Government Only)

• University of the District of Columbia

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. With limited time today, I want to discuss two topics. 

Equitable Funding for Students

At ERNA, we prioritize students’ needs—no matter where they live or which school they attend. That is why we are particularly concerned about subtitle (IV)(A), which delays equitable funding between DCPS and public charter schools until fiscal year 2029 and subtitle (IV)(K), which repeals the public charter facility allowance after fiscal year 2025.

Subtitle (IV)(A) – Funding for Public Schools and Public Charter Schools Increase Amendment Act of 2024
This subtitle sets a bad precedent for the next four years and reverses DC Council’s incredible work last year to provide the same level of funding for schools across sectors. We urge you to strike this language.

Subtitle (IV)(K) – Charter School Facility Allowance Amendment Act of 2024
This subtitle repeals the public charter facilities allowance after next year. All students need safe, well-maintained buildings in order to learn. The facilities allowance helps schools make needed renovations and keep up with rising costs and inflation. We urge you to strike this language. 

Strengthening Student Supports at the University of the District of Columbia (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. With low student enrollment (3,855 – Fall 2024, compared to 5,1188 – Fall 2014) and completion rates (35% combined for bachelor and associate degrees), it is imperative that UDC strengthen its student support services.1 ERNA’s affiliate organization, Education Reform Now DC released a report last November titled, “D.C.’s Quiet Crisis in College Access & Completion.”2 It enumerates several recommendations UDC should adopt and we are pleased that the University’s strategic plan is aligned with them.

• 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. 

• Deepen dual enrollment investments.

The Mayor’s proposed budget includes three student-first investments that are important, and we hope to hear more discussion about them today:

• $1.65 million to maintain a scholarship program at the University of the District of Columbia for residents who seek a career pathway within behavioral health

• $1.1 million for UDC to bolster student success and outcomes 

• $4 million in capital improvements for a Customer Relationship Management (CRM) system that will enhance the University’s ability to attract, enroll, retain, and graduate the District’s residents

We would also like to hear more from UDC about their efforts to expand dual enrollment and whether the proposed budget supports this. Thank you for allowing me to testify today. I am available for any questions you may have.

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1 University of the District of Columbia. “2024 UDC Performance Oversight Hearing Responses.” 22 February 2024. Source: https://lims.dccouncil.gov/Hearings/hearings/242
2 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/

Civic Leader Vonique Bolluck Advocates for FY2025 Investment in Math

Vonique Bolluck
Civic Leader
Education Reform Now Advocacy D.C.

DC Council Budget Oversight Hearing on:
University of the District of Columbia
District of Columbia Public Charter School Board
State Board of Education
Office of Student Advocate
Ombudsman for Education
District of Columbia State Athletic Association
Deputy Mayor for Education (Government Witnesses Only)

Greetings Chairman Mendelson, members, and staff of the Committee of the Whole. My name is Vonique Bullock, and I live in Ward 7.  I’m here as a parent, educator, community member, and a civic leader with the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all D.C. students. Today, I’m here to discuss the importance of ensuring all of our students have strong math skills. 

Mathematics is more than solving problems to get the right answer. It is imperative that we educate our children in mathematics by giving them the tools and resources of reasoning, problem-solving skills, and critical thinking which allows them to have a broader understanding of the world around them. It also opens up college and career opportunities. In the 2022-2023 school year, nearly 8 out of 10 students who took the PARCC assessment in Math did not meet or exceed expectations.1

As a previous 4th-grade teacher, I’ve observed that many students do not have fact fluency and number sense, which makes it difficult for them to understand fractions and decimals. These are just some of the concepts needed for students to be ready for Algebra. I and my team, used many interventions, such as, Reflex(a fact fluency app) and Kathy Richardson, a researched resource for small groups to catch students up. I believe more support is needed for our educators and, ultimately our students. 

Currently, there is no funding in the Mayor’s proposed FY 2025 Budget and Fiscal Plan for a statewide strategy for supporting all students with math. There is no comprehensive, statewide PreK-8 mathematics strategy and with that how do we know our children are receiving high-quality math content? How are teachers delivering daily math instruction with instructional materials?  Are there designated teachers and blocked times for math interventions? Lastly, what support are we giving to families and caregivers if there is no comprehensive statewide Prek-8 mathematics strategy? 

I am asking for the DC Council to fund the establishment of a Mathematics Innovation and Research Task Force (“Task Force”) comprised of local and national experts to support pre-K-8th grade students, educators, and families with math. These experts can implement a statewide math strategy that 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 to support math instruction at home (or learn math themselves). This is needed so that DC Public Schools and public charter schools all utilize the best strategies to support students. This taskforce is particularly important as the DC Public Charter School Board gets ready to implement its new ASPIRE Academic Accountability Framework2 and schools are again held accountable for providing their students with excellent math education. 

Thank you for considering this important issue. I am ready to answer any questions you may have.

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1 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
2  DC Public Charter School Board. Accessed April 4, 2024. Source: https://dcpcsb.org/aspire-system

Civic Leader Olivia Chase Advocates for FY 2025 Investment in Math

Olivia A. Chase
Civic Leader
Education Reform Now Advocacy

DC Council’s Committee of the Whole FY 2025 Budget Oversight Hearing on: 

• Office of the Deputy Mayor for Education

• District of Columbia Public Schools

• Office of the State Superintendent of Education

Greetings, Chairman Mendelson and Committee of the Whole members,

My name is Olivia A. Chase, a resident of Ward 6 and a steadfast advocate with the D.C. Chapter of Education Reform Now Advocacy. I stand before you as a grandparent raising a grandchild, navigating the complexities of our educational and justice systems. Today, I urge you to consider the profound impact of our decisions on students like my grandchild who is a student at McCarthur High School, particularly regarding secondary education pathways, public transportation, and safety.

The urgency of our task is underscored by stark statistics: nearly 80% of our students failed to meet math standards last year, a foundational skill critical for many high-demand careers.1 Moreover, only 51% of our students transition to college, with a mere 18% completing their degree within six years.2 These figures are not just numbers; they represent lost potential and diminished futures.

Our youth, especially those like my grandchild, face unique challenges that can derail their educational journeys. With my grandchild’s parents incarcerated, the obstacles multiply, making the promise of safe, accessible secondary education pathways not just an educational issue but a lifeline.

The Mayor’s proposed FY2025 Budget and Fiscal Plan includes several key investments to expand dual enrollment opportunities in DC: $17 million to expand the Advanced Technical Center at Penn Center; $600,000 to support the opening of a new Advanced Technical Center at the Whitman-Walker Max Robinson Center in Ward 8; and $5 million to Reimagine High School, support the Advanced Technical Center in Ward 5, Career Ready Internship, Advanced Technical Internship, and maintain dual enrollment seats.3

Still, there are additional considerations needed to enhance our offerings. The Office of the State Superintendent of Education (OSSE) must do the following::

• Enhance marketing efforts for dual enrollment to reach more students like mine.

• Collect and analyze data to continuously improve and tailor the programs to our students’ needs.

• Expand in-person, cohort-based dual enrollment opportunities at local education agencies to help build these worthwhile opportunities into the school day.

Additionally, D.C. must continue to work to incentivize employers to hire students in high-demand, high-wage careers. In closing, I ask you to see beyond the statistics and recognize the faces they represent: students who aspire to learn and succeed despite the odds. Let’s ensure that our actions today forge a path to a brighter, more secure future for all our children.

Thank you for your time and consideration.

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1  OSSE. School year 2022-23 PARCC assessment results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf
2 DC Policy Center. State of D.C. Schools, 2022-23: Challenges to pandemic recovery in a new normal. Source: https://www.dcpolicycenter.org/publications/state-of-dc-schools-2022-23/
3 Mayor Bowser Presents Fiscal Year 2025 Budget Proposal, A Fair Shot: Strategic Investments and Shared Sacrifice. April 3, 2024. Source: https://mayor.dc.gov/release/mayor-bowser-presents-fiscal-year-2025-budget-proposal-fair-shot-strategic-investments-and#:~:text=The%20FY25%20budget%20and%20financial,billion%20in%20capital%20improvement%20funds.

Jessica Giles’ COW Testimony to DC Council’s Committee of the Whole FY 2025 Budget Oversight Hearing

Jessica Giles
Executive Director, DC
Education Reform Now Advocacy

DC Council’s Committee of the Whole FY 2025 Budget Oversight Hearing: 

• Office of the Deputy Mayor for Education

• District of Columbia Public Schools

• Office of the State Superintendent of Education

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 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. I am pleased to provide testimony today.

In a year marked by significant financial constraints, Mayor Bowser’s proposed Fiscal Year 2025 Budget and Fiscal Plan is forward-thinking in public education investments and provides a solid foundation for innovation and future success.

• An increase to the foundation level of per-student funding: This investment of $14,668 per student provides critical funding for all public schools.

• 3.1% increase to the facilities allotment in FY 2025: Supports safe and well-maintained buildings for public charter schools, which do not have access to capital dollars.

• Enhanced At-Risk Weight Funding: Addresses equity head-on through increased support for students designated as “at-risk.”

• Improving Supports for Student Attendance: Provides additional student-first investments, such as:

  • $4.8 million allocation to High-Impact Tutoring, which is proven to boost student attendance and academic success. 

  • $375,000 in “nudge” technology to target text and mail communication to families of students who are chronically absent or truant.

  • $9.7 million investment in safe passage to support students going to and from school and home. 

  • $7 million to increase capacity to serve 500 additional youth through the Department of Human Services Parent and Adolescent Support Services (PASS) program and 180 youth through Alternatives to the Court Experience (ACE) Diversion program. 

• Investments in Secondary College and Career Pathways: These efforts will provide students with greater access to college-level courses and career pathways, bridging the gap between high school and higher education. 

  • $668,000 along with capital funding, to establish the Office of Education through Employment Pathways, which will provide key insights into education and workforce outcomes.

  • Significant investments to expand dual enrollment opportunities, including $17 million to expand the Advanced Technical Center at Penn Center; $600,000 to support the opening of a new Advanced Technical Center at the Whitman-Walker Max Robinson Center in Ward 8; and $5 million to Reimagine High School, support the Advanced Technical Center in Ward 5, Career Ready Internship, Advanced Technical Internship, and dual enrollment seats.

  • $1.1 million for the University of the District of Columbia (UDC) to bolster student success and outcomes, along with other key investments. 

Still, there are areas where the budget should further align to solve the District’s academic achievement crisis. For the sake of time, I will focus only on two.

#1 – There is no proposed funding for a statewide strategy for math research and innovation—zero—even though students have experienced the greatest declines in math.  

Why math is important

In DC we are always talking about the many vacancies that exists in various career fields from school-based behavioral health clinicians to nurses, social workers, psychologists, and police – well guess what? All of these professions require strong math skills. Math helps students develop critical thinking skills, expands college and career options, and improves student outcomes later in life. Research says that student need to pass Algebra I by the eighth grade to put them on a trajectory of future postsecondary success.1

DC students need more and different support

Unfortunately, the overwhelming majority of our students need more and different kinds of support. In the 2022-2023 school year, nearly 8 out of 10 students who took the PARCC assessment in Math did not meet or exceed expectations.2 

DC parents want to overhaul math education

A recent poll surveying 325 parents of DC Public Schools (DCPS) and DC public charter school students revealed 87% of respondents agree that Mayor Bowser and the DC Council must prioritize investments in improving math education. 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.3 ​​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.4

Here’s how DC Council can help

We urge the DC Council to fund the establishment of a Mathematics Innovation and Research Task Force (“Task Force”) comprised of local and national experts to support pre-K-8th grade students, educators, and families with math. These experts can implement a statewide math strategy that 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. 

#2 – We are grateful for the $2 million proposed investment, but it does not fully fund the Early Literacy Education Taskforce recommendations. 

Why literacy is important

Yesterday, at the Public Briefing on the Mayor’s Fiscal Year 2025 Proposed Budget and Financial Plan, Mayor Bowser mentioned the progress that DC has made because of the investments in literacy. I can think of no better reason to enhance an investment in this evidence-based approach. Reading is a fundamental skill that all students need in order to succeed in school, life, and career. Every child 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. In the 2022-23 school year, 66% of students did not meet or exceed expectations on the PARCC exam in English Language Arts.5 Further, the Washington Literacy Center recently reported that the literacy rate for DC residents in wards 7 and 8 is alarmingly only 49.8 percent.6 When I say that we have a literacy crisis in DC, I am not exaggerating.

Here’s how DC Council can (continue to) help

Because of the DC Council’s leadership, OSSE convened an Early Literacy Education Task Force last year, which culminated in the production of ahigh-quality report with four over-arching recommendations for expanding science of reading training to all elementary educators.7 Now, these recommendations must be implemented. The Mayor has proposed $2 million to implement high quality instructional materials for teachers based on recommendations from the literacy task force. In this austere budget, I do not take this investment lightly but I also know that it’s not enough. We urge the DC Council to fully fund the implementation of these recommendations. 

In closing, I want to reiterate my gratitude for the investments that have been proposed and to encourage the DC Council to enhance investments in learning acceleration. Namely by establishing a Mathematics Innovation and Research Task Force and fully fund the recommendations of the Early Literacy Education taskforce. In addition, I ask the DC Council during these budget oversight hearings to investigate whether the proposed investments to support attendance are enough to meet the vast need.  Thank you for allowing me to testify today. I am available for any questions you may have.

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1 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.
2 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
3 Education Reform Now DC. Majority of DC Parents Want to Overhaul Math Education, New ERN DC Survey Reveals. Accessed April 4, 2024. Source: https://edreformnow.org/2024/03/11/majority-of-dc-parents-want-to-overhaul-math-education-new-ern-dc-survey-reveals/
 4 Ibid.
5 OSSE. 2022-23 Assessment Results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf
6 Reading is Fundamental. East of the River News. Source: https://eastoftheriverdcnews.com/2024/02/13/reading-is-fundamental/
7 OSSE. Recommendations for Structured Literacy Instruction in the District of Columbia. Accessed April 4, 2024. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Early%20Literacy%20Task%20Force%20Report.pdf

Civic Leader Emmanuel Bestman Advocates for FY2025 Investment in Math.

Emmanuel Bestman
Civic Leader
Education Reform Now Advocacy D.C.

DC Council’s Committee of the Whole FY 2025 Budget Oversight Hearing on: 

• Office of the Deputy Mayor for Education

• District of Columbia Public Schools

• Office of the State Superintendent of Education

Good afternoon, Chairman Mendelson, members, and staff of the Committee of the Whole;

I am Emmanuel Bestman, a ward 4 resident, financial literacy coach, and dedicated advocate for the D.C. Chapter of Education Reform Now Advocacy, an organization fighting for a just and equitable education for all students in the District of Columbia. Today, I stand before you not as an educator but as a resident deeply concerned about our community’s future, especially regarding our students’ mathematical skills.

Here’s the hard truth: nearly 80% of our students didn’t meet math standards last year.1 In a city where every job of the future will demand strong math skills, this is a red flag we can’t ignore. The absence of proposed funding for a statewide strategy on math research and innovation is alarming, particularly when our students have faced unprecedented declines in math proficiency. 

Math is not just a subject; it is a critical tool that shapes our children’s future, fostering analytical skills and opening doors to numerous career opportunities.

My journey in financial literacy has shown me firsthand how math underpins the ability to make informed decisions, manage finances effectively, and navigate the complexities of our economic system. This skill set begins in the classroom. Still, the Mayor’s proposed FY2025 Budget and Fiscal Plan provides no funding for improving math instruction. Given our students’ math outcomes, this omission is troubling. Therefore, I am urging the DC Council to include a budget support act title that would:

1. Create a Mathematics Innovation and Research Task Force: To lead a city-wide strategy, turning around our math education crisis.

2. Invest in Evidence-Based Math Practices: Let’s fund programs that work, shown by real results, to transform our students’ math abilities.

3. Support for Teachers and Families: Provide resources and training to those on the front lines of education, ensuring they have what they need to turn the tide.

The data is clear: when students excel in math, their chances for success skyrocket. This isn’t just an investment in education; it’s an investment in our city’s future. Thank you for considering this call to action.

###

1 OSSE. School year 2022-23 PARCC assessment results. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf

Civic Leader Kenya Johnson Advocates for FY2025 Investment in Math

Kenya Johnson
Civic Leader, Education Reform Now Advocacy D.C.
Budget Oversight Hearing

Good afternoon, Chairman Mendelson, members, and staff of the Committee of the Whole;

My name is Kenya Johnson, and I am a Career Pathways Educator in Ward 4 and an advocate for Education Reform Now Advocacy D.C. In the fight for just and equitable education for all students in D.C., even in a fiscally challenging year, we must consider how our budget will yield a return on investments in the years to come. Today, I come before you, to add on to Jessica Giles and Andre Aina’s testimony by offering a glimpse into our youth’s future and advocating for a budget that champions career pathways and dual enrollment programs as paths to success.

When I think about the students I serve, their brilliance shines not simply through their grades but through their dreams to serve their community. Yet, in a city where opportunity and inequality walk side by side, my students’ dreams risk remaining unfulfilled. This is not just their story; it reflects the reality of many students in D.C., where only 7% have access to dual enrollment—a critical step toward higher education and career readiness.

With only 18% of the 2011-12 9th grade cohort completing their postsecondary degree within six years of high school graduation and D.C. residents between 18 and 34 only making half of what transplants do ($31,658 versus $58,547), it is a necessity for our city’s economic revival to invest in our young adults earning to move beyond a whisper of survival to a promise of prosperity.

We have a proven path illuminated by programs like the Advanced Technical Center (ATC) at Trinity Washington University that we commend OSSE for helping to establish. A program that students like mine can use to ensure their dreams come true if we expand those opportunities to them. 

In the Mayor’s FY2025 proposed budget, there are many worthwhile investments in secondary college and career pathways, including the following: 

• $668,000 investment in establishing the Office of Education through Employment Pathways

• $17 million investment to expand ATC at Penn Center

• $600,000 to support the opening of a new ATC at the Whitman-Walker Max Robinson Center in Ward 8

• $5 million to Reimagine High School, support the ATC in Ward 5, Career Ready Internship, Advanced Technical Internship, and dual enrollment seats

Still, there are remaining challenges with dual enrollment opportunities, such as the following:

• Enhancing marketing efforts for dual enrollment to reach more students like mine.

• Collecting and analyzing data to continuously improve and tailor the programs to our students’ needs.

• Expanding in-person, cohort-based dual enrollment opportunities at local education agencies will help build these worthwhile opportunities into the school day.

• Continuing to work to incentivize employers to hire students in high-demand, high-wage careers.

Our call to action is clear: By investing in dual enrollment, we are investing in our students’ futures and the economic vitality of our community. We must seize this opportunity to transform the educational and economic landscape of D.C.

Thank you for your time, and I am available for further discussion and collaboration on this critical matter.

Civic Leader Andre Aina Advocates for FY2025 Investment in Math

Andre Aina
CEO, Third Eye Education Analytics
Budget Oversight Hearing

DC Council’s Committee of the Whole Budget Oversight Hearing: Office of the Deputy Mayor for Education, Office of the State Superintendent of Education, and DC Public Schools 

Honorable Chairman Mendelson, esteemed members of the Committee of the Whole, and dedicated staff, I’m Andre Aina, CEO of Third Eye Education Analytics. In collaboration with Education Reform Now Advocacy DC (ERNA DC), I’m here today to speak to you about our commitment to improving student achievement in math education. Third Eye Education Analytics remains committed to empowering educators and children with data-driven insights, fostering a future where every kid in D.C. thrives academically.

I return before you to emphasize the importance of improving math instruction in the District. My first testimony at the performance oversight hearing on these agencies articulated a vision; today, I give a call to action backed by tangible solutions for a funding framework. 

In school year 2022-23, 78% of DC students who took the Math PARCC assessment were not on or above grade level, which is a 2.6 percentage point increase from the school year 2021-2022.1 Data reveals a stark disparity in math proficiency rates across wards, with underfunded areas demonstrating the most significant gaps. 

In OSSE’s strategic plan,2 the agency cites the need to improve progress in math for student groups with the greatest needs. However, in the Mayor’s proposed FY2025 budget, there is no funding for a statewide strategy to support students and their families who struggle with math. 

Investing in the Future: A Comprehensive Strategy

Our proposal for a statewide math strategy is not merely an educational reform; it’s an investment in our community’s future. Funding is needed for the following:

• A Math Task Force: Spearheading systemic reform requires collaborative expertise. Funding a task force ensures a coalition of voices, including those from underserved communities, shaping a math education that reflects the diversity and needs of our students.

• Curriculum (Development) Enhancement and Coaching: Modernizing our approach to math education necessitates resources for developing curriculum on a school-by-school basis. Ensure there is a math coach for every elementary school by increasing the availability of coaches trained in evidence-based practices.

• Support for Families and RTI Frameworks: To build a supportive ecosystem around each student, we should engage families in the educational process and implement Response to Intervention (RTI) models; this requires resources like workshops, digital tools, and targeted instructional materials.

• Monitoring and Evaluation: A data-driven approach to funding for monitoring and evaluation mechanisms is critical for transparency and continuous improvement.

Cultural Engagement

A Math Innovation and Research Task Force, which we estimate would cost $300K, would allow local and national experts, teachers, and families to engage on how math is perceived and its impact on students’ identities with it. We can identify how demographic backgrounds and attitudes shape students’ relationships with math. This approach will enable targeted strategies to nurture a positive math identity among students.

The Economic and Social Imperative

Investing in math education transcends academic achievement; it’s about economic resilience and social equity. Enhanced funding for math education promises a future where every student can pursue careers in STEM fields, contributing to a robust, innovative economy. By addressing the achievement gap, we lay the groundwork for a more equitable society.

A Call to Action: Seize the Moment for Transformational Change

The urgency to act has never been greater. With the DC Council’s support, we can initiate a transformative journey towards a future where math education is a beacon of excellence, equity, and empowerment. The proposed budget allocations are not merely expenditures; they are investments in the potential of our students and, by extension, the prosperity of our community.

Closing

In closing, we request $300,000 to establish a Math Innovation and Research Task Force. Thank you once again for the privilege of addressing this esteemed body. Together, we have the power to enact meaningful change. I look forward to partnering with the Council, the OSSE, and our community to turn our shared vision into a reality.

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1 OSSE 2022-23 PARCC Assessment Results presentation. Accessed April 3, 2024. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/Assessment%202023%20Deck_.08.24_0.pdf
2 OSSE Strategic Plan. Accessed April 3, 2024. Source: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/OSSE%20Strategic%20Plan%202023.pdf

Mayor's office prepares sweeping reforms to tackle truancy crisis in DC schools - Fox 5 DC

Education reform advocate Jessica Giles expressed support for the council's scrutiny of truancy in the District but emphasized the importance of multifaceted solutions, including early intervention, safe passage efforts, and better coordination between schools and attendance-related agencies.

"It’s really important that we do a few things correctly," Giles said. "We have to make sure we have early intervention and support for students when we see them beginning to miss days. We also have to make sure that our students are getting to school and home safely. So, we have to expand safe passage efforts. We also have to make sure there is better collaboration and coordination between schools and the agencies responsible for school attendance."

(read more)

A Slew of Legislation on the Way to Tackle Truancy - Washington Informer

For months, Jessica Giles has demanded an interagency response to chronic absenteeism. In her role as executive director of Education Reform Now DC, she continues to make a case that chronic absenteeism and low postsecondary enrollment are closely connected. 

Giles extolled the D.C. Council’s recent efforts to address chronic absenteeism, telling The Informer that legislation must aim at removing systemic barriers, addressing root cause and executing evidence-based practices. She however remained concerned about how to ensure seamless implementation of bills amid talks of a budget crunch. 

“At the end of the day, there’s no silver bullet,” Giles said. “Truancy is a symptom of issues affecting students’ lives. Funding is going to be critical. That’s something I’m looking out for in the budget. Attendance is at the center of it all.”

(read more)

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.

(read more)

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.

(read more)

District Links - DC Line

'School absenteeism rates in D.C. are alarmingly high. What’s the city doing about it?' WAMU's Sarah Y. Kim: "Maya Baum isn’t accustomed to a quarter or more of her students being absent, but it happens at her new school at least once a week.

"Baum started teaching at Van Ness Elementary in Southeast this year. She said absenteeism has long been a concern for D.C. teachers, but at her previous school, Thomson Elementary, there were just a few students with really bad attendance.

" … At Van Ness, nearly 40% of students were chronically absent last school year, meaning they had absences – both excused and unexcused – for at least 18 days. 36.9% are truant, meaning they had unexcused absences for at least 10 full days.

"Those rates are hardly unusual, or even that high compared with other D.C. public schools."

(read more)