SBOE #EdPolicy Roundup: March 2021 – Family Engagement to Lead Education Policy

By Rachel Duff, Policy Fellow

This month, The D.C. State Board of Education (SBOE) continues its efforts to make education research and policy concepts accessible to all stakeholders in our communities. The March 2021 #EdPolicy Research Roundup features a key event from the Brookings Institution examining the merits of family engagement in education specifically amidst the COVID-19 pandemic. 

As we have done previously, the State Board will discuss the key findings of this research event and explain the implications on the State Board’s work and priorities. 

“Can Family Engagement Be a Gamechanger for Education Post-COVID? Survey findings from the Family Engagement in Education Network” Brookings Institution, March 2021

Summary: This virtual event was facilitated by Rebecca Winthrop, a Senior Fellow at the Center for Universal Education. The mission for the Family Engagement in Education Network through the Brookings Institution is for parents, families, and communities to have a real seat at the table of educational change. 

The Family Engagement in Education Network is an international initiative that encompasses 14 jurisdictions and over 41 project collaborators. 

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Brookings Institution administered a survey to over 25,000 parents with children in Pre-K through 12th grade formal education settings. They administered the survey in 15 languages. 

Their top three takeaways were: 

  • Parents’ aspirations: A “new” kind of education
    • Parents want a mix of traditional & academic outcomes of education.
    • Parents would like more interactive/engaged styles of teaching and learning.
    • Parents decide high quality school indicators varying from elements of academic rigor to levels of social-emotional learning opportunities. 
  • Parents’ Influences: Teachers and their children
    • Parents desire a stronger alignment/relationship with the teachers of their children.
  • Parents’ Differences: Communities are distinct 
    • Educational leaders must make sure that their school staff gets to know the parents in their respective community. 

A panel of Family Engagement in Education members discussed what the context of parents’ engagement has been for them in their communities:

  • Paul Lorette: Assistant Superintendent of Sea to Sky School District from the British of Columbia (BC), Canada
    • Approximately 12 percent of the student population in Sea to Sky District are indigenous students of First Nations Indigenous Ancestry. About 10 years ago, there were concerns that the graduation rate for indigenous learners was around 45-50 percent. School leaders embarked on an ambitious transformation plan of community engagement with indigenous community members and elders to improve graduation rates for indigenous learners. The graduation rates for indigenous learners in Sea to Sky District are now at approximately 95 percent. 
  • Moitshepi Matsheng: Co-Founder and Country Director of Young Love, a nonprofit in Botswana & Chairperson of the Botswana National Youth Council 
    • There was an initial increase of parents interested in the programs offered, so Young Love started bulk outreach text messaging and regular phone call check-ins. There were many government-distributed E-Learning programs during the pandemic but the rates of internet access in Botswana is very low. As a result, Young Love really leaned into phone-based services as most families did have access to at least one household cellphone. 
  • Kerry-Jane Packman: Executive Director of Programs for Parentkind in the United Kingdom (National Parent Union) 
    • Parentkind is the largest PTA network across the United Kingdom (UK). Parents should be listened to on a local, regional, and national level. Parentkind represents parent voices to policy makers. A few years ago, they found that Parentkind had a wealth of data from parents and subsequently produced a blueprint for “Parent Friendly Schools” that is largely driven by a parent perspective. 
  • Samar Bajaj: Program Manager of India Programs with the Michael & Susan Dell Foundation 
    • The last 12 months have really transformed parent engagement, there has been an increase in interest/ownership for parents in their children’s learning. Before, the focus was on teachers and administration, now parents are an integral part of their child’s daily education. 
State Board Context:

The State Board of Education engages community members and parents in a number of ways, including but not limited to monthly Public Meetings for community members to testify on relevant matters concerning education as well as administering surveys to gauge interest and concern for various topics in education. Individual State Board members also interact frequently with their respective ward-level education councils and other related organizations.

Furthermore, at the February 17 public meeting, the State Board voted to approve SR21-2, a resolution that established a new committee structure for the State Board. These committees are dedicated to serving the community through research and advocacy, specifically targeting the distinct areas of interest for each committee. 

The updated standing committee structures are as follows: 

  • Assessment and Accountability Committee: Chairs, Ruth Wattenberg (Ward 3) and Jacque Patterson (At-Large)
  • Education Standards Committee: Chair, Jessica Sutter (Ward 6)
  • Educator Practice Committee: Chair, Frazier O’Leary (Ward 4)
  • Advocacy and Outreach Committee: Chair, Carlene Reid (Ward 8)

While these new standing committees are in their initial planning stages, the Advocacy and Outreach Committee intends to create a Parent Advisory Committee to help improve parent and guardian voice in education policy in the District.

Stay up to date with the State Board’s work by signing up for our listserv and following us @DCSBOE on social media! 

SBOE #EdPolicy Roundup: February 2021 – COVID-19 Effects on Teacher Retention and Attrition

By Jhoselin Beltran Contreras, Policy Fellow

This month, the D.C. State Board of Education (SBOE) continues its efforts to make education research and policy concepts accessible to all stakeholders in our communities. The February 2021 #EdPolicy Research Roundup features two reports: one from the Research and Development (RAND) Corporation, which examines why teachers are leaving the profession during COVID-19, and one from the American Educational Research Association (AERA), which examines teacher turnover in early childhood education. 

As we have done in previous posts, the State Board will discuss the key findings of each report and explain the implications on the State Board’s work and priorities.

“Stress Topped the Reasons Why Public School Teachers Quit, Even Before COVID-19,” Research and Development (RAND) Corporation, February 2021

Summary: Educators have been heavily impacted by the coronavirus disease 2019 (COVID-19) pandemic. The report presented the results gathered from a survey of nearly 1,000 former public school teachers from November and December 2020, and revealed how critical stress has been to teachers deciding to leave the profession. 

Some of their key findings include: 

  • Almost half of the public school teachers who voluntarily stopped teaching in public schools after March 2020 and before their scheduled retirement left because of the COVID-19 pandemic.
  • For some teachers, the COVID-19 pandemic seems to have exacerbated what were high-stress levels pre-pandemic by forcing teachers to, among other things, work more hours and navigate an unfamiliar remote environment, often with frequent technical problems.
  • Many early leavers could be lured back to public school teaching. Over half of the teachers who voluntarily left the profession early primarily because of the pandemic indicated that they would be somewhat or definitely willing to return to public school teaching once most staff and students are vaccinated. Slightly fewer of those would return if there was only regular testing of staff and students for COVID-19.
  • Stress was the most common reason for leaving public school teaching early—almost twice as common as insufficient pay. This is corroborated by the fact that a majority of early leavers went on to take jobs with either less or around equal pay, and three in ten went on to work at a job with no health insurance or retirement benefits.
  • Of the teacher leavers who are currently employed, about three in ten hold a non education-related job, another three in ten have a different type of teaching position, and the rest are in non teaching education jobs. 

The RAND researchers found that for those teacher leavers who are still in education, more flexibility was the most common attribute that attracted them to their new job. RAND recommends that districts involve teachers when developing responses geared toward reducing teacher stress. They also recommend districts and state departments of education should consider ways to increase flexibility in teachers’ schedules during the COVID-19 pandemic and in the long term.

State Board Context: 

Teacher Retention Survey Report (2020)

The State Board of Education has been working on teacher retention since 2018. In April 2020, the State Board considered the findings from a survey of recently exited public-school teachers. The survey report explored why teachers voluntarily resign/quit and it found that:

  • IMPACT was the primary departure driver in DCPS
  • Burdens of work culture and workload were primary departure reasons in public charter schools
  • Lack of support for teacher safety and mental health led to departure
  • Tensions with school leaders created hostile work environments

Across both sectors, the vast majority (66 percent) of respondents voluntarily resigned/quit, with most of the other respondents indicating they were terminated, left due to downsizing (6 percent), on temporary contracts (4 percent), or retired (4 percent).

The full report can be accessed here.

Upcoming: All-Teacher Survey (March 2021)

Additionally, the State Board has partnered with Resonant Education and launched an online survey of teachers from public and public charter schools in the District of Columbia. The State Board sought to better understand the experiences of teachers during virtual teaching, their perceptions of their student’s success in virtual learning, their thoughts on returning to in-person teaching, and how supported they have felt during the 2020-21 school year. After receiving over 1,000 teacher responses to the survey from 185 different schools representing every single DC Public School (DCPS) and the majority of public charter schools, the State Board will begin to aggregate the results of the survey and discuss takeaways that will be published in the final report, which is set to be released in mid to late March 2021.

“New Evidence on Teacher Turnover in Early Childhood,” American Educational Research Association (AERA), January 2021

Summary: Researchers provided a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. New evidence was found on the prevalence of turnover and researchers explored whether teachers who leave differ from those who stay on a widely used measure of teacher–child interaction quality. They used a sample of 5,900 teachers in 1,500 programs in Louisiana.

Researchers found that more than one-third of teachers observed at their program in 2017–2018 were not teaching there the following year. This is more than twice the rate estimated for K–12 teachers (Goldring et al., 2014; Redding & Henry, 2018). The figure also shows large differences in turnover across sectors and child age. For instance, while about one-fourth of teachers working in school-based settings were no longer teaching at their program the following year, nearly half of child care teachers (46%) stopped teaching at their program from one year to the next.

State Board Context:

ECDataWorks is a research organization that collaborates with states to help attain their early childhood education goals through the innovative use of integrated data. 

On February 23, 2021, Policy Analysts Alexander Jue and Darren Flesicher presented at ECDataWorks’ national meeting on Building Resilient Data Analytics. Here, they presented the State Board of Education’s 2020 Teacher Retention Survey Report. 

These sessions were closed, but if you would like to learn more about ECDataWorks, please check them out here

The State Board has also revised their committees, and their Educator Practice committee works to support teachers and teacher retention. 

Confronting Educational Inequities to Support All D.C. Students: Jacque Patterson, At-Large

By Jacque Patterson, At-Large Representative

With the establishment of the Every Student Succeeds Act (ESSA) becoming law in 2015, the word “equity” became the focal point in public education.  But long before equity was written into law, it had been the foremost issue for me as a parent raising children in Ward 8. Like every parent in the District, I had to make a life-changing decision on where I would send my kids to school. In the midst of that decision, I experienced firsthand the inequity in our public school system. 

The systemic and structural inequities inherent in the District of Columbia’s public school system are what drove me to run for the at-large position on the State Board of Education. Over the last three decades, city leaders have tried to deal with educational inequities in various ways, such as the adoption of charter schools, the MySchoolDC lottery, and mayoral control without much progress in closing the achievement and opportunity gap for Black and Brown children. 

While the pandemic has ravished our country, it also has exposed educational inequities in urgent and undeniable ways that present State Board of Education representatives an opportunity to reimagine what public education should and can be if we redesign our public education ecosystem with equity at the center of policy and practice. 

As the new at-large representative, I’m focused on the quality of a student’s education in every zip code of our great city.  I’m encouraged by the community conversations I’ve had with residents that want to work on making D.C. public education better.  And that’s where I believe we start, in our communities. 

There is a saying that drives how I approach my position on the State Board of Education: “Those closest to the problems are closest to the solutions.”  Representatives on the State Board of Education have an obligation to elevate the voices of students, parents, teachers, and education advocates in the public forum of public education policymaking.  The only way we ensure every student succeeds is to ensure every student gets what they need. That’s my definition of equity. And I look forward to working with residents to make sure that happens.

An Education of Our Own: Dr. Carlene Reid, Ward 8

By Dr. Carlene Reid, Ward 8 Representative

My ward has had every negative statistic imaginable thrown at us. The numbers that we are high in are often not viewed positively. Yet, between my experiences growing up in a couple of churches and establishing a home eight years ago, I cannot help but think of the values that make Ward 8 strong in spirit.

My ties to Ward 8 stretch back to my infancy, as my parents were married in a small church on 13th and W Street in Southeast. I was also christened there. When I was not at church with my mom, I was with my “aunt,” a neighbor who supported me between my parents’ work schedules, participating in Sunday school and fashion shows at Matthews Memorial Baptist Church. My connection to Ward 8 is rooted in the community—a community that values neighborly acts, passionate advocacy, and deep commitment to initiatives that improve the outcomes of all individuals who call the ward home regardless of social stature. 

I raise the aforementioned characteristics because my goal as the State Board of Education representative is to infuse the Ward 8 community’s strong values into education decision-making. Centering Black and Brown voices in education can no longer equate to an educational system forcing elements that are contradictory to our rich cultures and traditions. Kwame Ture posed a question that we have yet to answer: “When have we had the authority to shape our own destiny and to get our destiny to mesh with who we are culturally?” 

As your Ward 8 representative, my goal is to engage the community and identify education initiatives to assert our shared values. I will use my 15 years of experience in various settings, including D.C. Public Schools, the charter sector, city education agencies, and on the national level, to collaborate with Ward 8 residents to identify educational initiatives and strategies that may benefit our children with meaningful outcomes.

I look forward to serving my neighbors throughout Ward 8 by elevating our ideas and concerns around the educational system in D.C. My specific areas of interest are literacy, special education, supplemental learning opportunities, and school funding. I believe that engaging Ward 8 communities around these specific topics is a start. However, I’m interested in discussing other ideas and innovations for education. 

I believe the strong spirit of community in Ward 8 often goes unnoticed. This is the ward where my parents were married, the ward where I was christened, and the ward where so many beautiful things have happened in my life. I look to infuse how hard we strive to build a sense of community, the beautiful smiles that greet you at doors, and the warm feeling of unsolicited “good mornings” into how we make and support an educational system reflective of our values.

I want to hear from you! Please reach out to me at carlene.reid@dc.gov or  (202) 618-0525, @creidsboe.

Preparing Our Students With an Education That Will Allow Them to Accomplish Their Dreams: Eboni-Rose Thompson, Ward 7

By Eboni-Rose Thompson, Ward 7 Representative

I was told by one of my high school teachers that luck is when preparation meets opportunity. I believe we will truly be lucky as a city to be a place that measures ourselves not by those who have the most, or by those who have beaten the odds and succeeded, but rather when we measure ourselves by making the odds that our kids do succeed. I imagine that can be true, and I know it is possible not only from my own experience, but from the experience of people like my mom, my stepdad, and my sisters—all D.C. natives, all educated in D.C., all thriving in the city we call home.

My mom is a D.C. Public School (DCPS) teacher, but she wasn’t always a teacher. Long before my mother was in the classroom, she was an electrician. She wired some of the hotel rooms downtown. It’s actually how she met my step dad when they worked together at PEPCO. I remember her working her way through college at the University of the District of Columbia when I was a child. I was at her graduation.

I share that with you because preparation is not one path. It’s making sure our children have the skills to choose their own paths, to change paths, and to create paths that don’t yet exist.

D.C. has so many paths and so many opportunities. We don’t have an opportunity issue—we have a preparation issue. We are a great and powerful city. However, in order for us to be a truly great city, we must become a city that prepares our kids with an education that will allow them to accomplish their dreams.

The mission of the State Board is to provide policy leadership, support, advocacy, and oversight of public education to ensure that every student is valued and learns the skills and knowledge necessary to become an informed, competent, and contributing global citizen. Essentially, the State Board works to make sure our kids are prepared for their dreams.

I went to elementary, middle, and high school in Ward 7. I know firsthand that my childhood friends and college friends were not offered the same educational opportunities. I ran to represent Ward 7 on the State Board of Education because I believe we must prepare all our children to take advantage of the opportunities before them, and I want to work to make that possible for children who went to the schools that I went to, in the part of the city that I grew up in, and still call home. Preparation is the issue I want to solve, and representing Ward 7 on the State Board is my opportunity to help solve it.

Advancing Literacy Across D.C., Allister Chang, Ward 2

By: Allister Chang, Ward 2 Representative

Ever since being sworn in on January 2nd as a member of the D.C. State Board of Education, I can’t stop thinking about the urgency for literacy among all of our students.

Imagine you’re in 4th grade. Your social studies teacher calls on you to answer a question about the Declaration of Independence. You struggled to read the homework last night, so you mumble a response. You pretend not to care, but deep down you’re feeling frustrated. You zone-out for the rest of the class. 

Literacy matters for students. Children who do not read proficiently by the end of third grade are four times more likely to leave school without a diploma, according to the Annie E. Casey Foundation

“I wasn’t prepared to teach 10th graders who can’t read,” a high-school biology teacher recently lamented to me. Literacy isn’t only important for the humanities, illiteracy stalls science, technology, engineering, and mathematics (STEM) learning, too.

Literacy matters for all of us. In a pandemic, it matters that everyone in the community knows how to read health and safety guidelines. Media literacy matters too. Learning how to read is just the beginning. In 2021, we must prepare our students to navigate emerging technologies and to distinguish between fact from fiction online. Our Founding Fathers wrote extensively about the importance of literacy education as the foundations of a vibrant democracy, a privilege that we too often take for granted.

Expanding literacy opportunities for D.C. students is personal for me. My father immigrated to D.C. from Taipei. Though he couldn’t teach me how to read, he worked hard as a waiter in D.C.’s Chinatown in order to connect me to literacy-learning opportunities that allowed me to pursue my own path: to become a first-generation college graduate and to become the first Asian-American elected to D.C.’s State Board of Education.

All children deserve access to those opportunities. Over the next four years, advancing literacy across DC is my top priority, and I’ll need your help. Through my newsletter, I’ll be sharing opportunities for you to join me in amplifying literacy learning. Let’s get all our students reading!

SBOE #EdPolicy Roundup: January 2021 – Assessment Data and Tutoring

By Rachel Duff, Policy Fellow

In the new year, the D.C. State Board of Education (SBOE) will renew its “Research Roundup” in an effort to increase focus on select education research and policy concepts, specifically to make the implications of this research accessible to all stakeholders in our communities. 

This January 2021#EdPolicy Research Roundup features two reports: one from the Northwest Evaluation Association (NWEA), which presents initial findings on students’ reading and math achievement in fall 2020 and one from the Learning Policy Institute, which examines potential tutoring structures to mitigate COVID-19 learning loss.

As we have done previously, the State Board will discuss the key findings of each report and explain the implications on the State Board’s work and priorities.

“Learning during COVID-19: Initial findings on students’ reading and math achievement and growth” Northwest Evaluation Association (NWEA), November 2020

Summary: This report presented data collected from the MAP Growth Assessments administered in the 2019-2020 school year as compared to fall 2020. The assessment was administered both in-person and remotely in fall 2020 and NWEA found remote testing results to be consistent with in-person testing for students in grades 3-8 but may qualitatively differ for the youngest students.

Some of their key findings include: 

  • In the fall 2020 assessment, students in grades 3-8 performed similarly in reading to same-grade students in fall 2019, but about 5 to 10 percentile points lower in math
  • Although median percentiles in reading were comparable to students in the same grades prior to COVID-19 disruptions, initial evidence pointed to minor declines in reading specifically for Hispanic and Black students in the upper elementary grades. 
  • Missing assessment data from student attrition in fall 2020 limited the analysis of data and resulting in a likely underestimation of COVID-19 impacts on student achievement.
  • The pattern of absent or missing student data was found to be in the following student groups: ethnic/racial minority students, students with lower achievement in fall 2019, and students in schools with higher concentrations of socioeconomically disadvantaged students.

The NWEA found that pairing the assessment results with the pattern of absent students highlighted the importance of connecting to students and families to provide support both in remote and in-person settings. They also found that the assessment results indicated a clear and critical need for local data in order to understand where students have fallen behind and to guide future support. The NWEA recommends that data collected by school districts and states be transparently reported to inform our collective understanding of students’ unmet needs.

State Board Context: In the District of Columbia, The Office of the State Superintendent (OSSE) is submitting requests to the US Department of Education (USED) for flexibility in implementing components of the statewide accountability system known as the Schools Transparency and Reporting (STAR) Framework and other accountability elements required in the state’s approved Every Student Succeeds Act (ESSA) plan.

The specific requests OSSE will be submitting are as follows: 

  • Through the ESSA Addendum, ask for flexibility to identified areas of the accountability system to which USED has identified as being directly impacted by unavailable data from the 2019-20 school year and the continued impacts resulting from the COVID-19 national emergency.
    • OSSE will not calculate the School Transparency and Reporting (STAR) Framework for the 2020-21 school year.
    • OSSE will not identify new schools for Comprehensive or targeted support using data from the 2020-21 school year.
    • OSSE will shift all three long term goals forward by one year.
      1. Academic Achievement: “OSSE’s long-term goal is for the vast majority, or 85 percent, of all students and students in each subgroup to demonstrate college and career readiness on its statewide standardized achievement assessments as signified by scoring at level 4 and higher on PARCC and level 3 and higher on MSAA.”
      2. Graduation Rate: “OSSE’s long-term goal is that over the next approximately 20 years, 90 percent of all students in its adjusted cohort will graduate within four years, fully closing gaps between groups of students by that point in time, with a key milestone of seeing all student groups improve and cutting gaps in half over the next ten years.”
      3. English Language Proficiency: “OSSE administers the Access for ELLs 2.0 as an annual measure of English language proficiency for students identified as English learners. Students are deemed proficient when they achieve a composite score of 5.0 (bridging) on the summative assessment.”
  • Through a waiver, to address those components not included in the addendum but are also impacted by unavailable data and impacts as a result of the current COVID-19 emergency, OSSE will request flexibility to aive the administration of DC Science for the 2020-21 school year.
  • Waive the identification of Targeted Support 1 (TS1) schools in school year 2020-21 and 2021-22 due to the absence of STAR Framework scores and limitations with growth calculations, which would utilize data from the 2020-21 school year.

The D.C. State Board of Education (SBOE) submitted public comment on January 22, 2021 and requested the following from OSSE:

  • The State Board asks OSSE to clarify whether funding allocated for Comprehensive Support (CS1) schools will  cover five (5) years instead of three (3), or whether more funding will be allocated for the additional two (2) years these schools spend during their CS1 status. 
  • The State Board urges OSSE to not include the academic year 2018–19 STAR rating as prominently on current iterations of the DC School Report Card as this data may be misleading to families.
  • The State Board encourages OSSE to provide additional support for schools as they prepare to welcome back and assess students during the reopening process.
“Learning in the Time of COVID-19: The Importance of Getting Tutoring Right”, Learning Policy Institute, January 2021

Summary: This report examines the profound learning losses students have faced, particularly students of color, students from low-income families, and other underserved students. The Learning Policy Institute presents tutoring as a potential strategy to mitigate these learning losses but emphasizes that a poorly constructed tutoring program would be an inefficient use of time, money, and resources that would not significantly impact student learning.

The report presents four different tutoring programs that have been successful in implementing structures of tutoring that directly increase student achievement and it includes elements that contribute to their success. 

  • Reading Recovery: Has documented success with first graders, including students with reading disabilities and English language learners. Students work one-on-one with a certified teacher trained in reading instruction. Student participation resulted in a reading growth rate that is 31% greater than the average growth rate nationally for beginning first graders. This program costs $2,500 per teacher and $100 per student. 
  • Number Rockets: Teacher candidates in teacher preparation programs receive 10 hours of training and use a scripted curriculum designed for first graders struggling in math. They work with two or three students at a time and participate in three 40-minutes sessions a week over 17 weeks. Student scores improved on a standardized math test by 0.34 standard deviations. The training cost is $1,500 plus travel expenses, $64 for implementation manuals, and $30 for supplemental materials. 
  • ROOTS: District-employed paraprofessionals provide math tutoring intervention for kindergarteners. They receive 10 hours of training and two or more feedback sessions from coaches. Tutors provide daily 20-minute math lessons for 50 days in groups of 3-5 students. Students improved scores on standardized tests by 0.35-0.45 standard deviations. The training for this program costs $250 per teacher. 
  • Match Corps: AmeriCorps members provide 9th and 10th grade students with 60 minutes of 2-on-1 tutoring each day for a full school year. They receive 100 hours of training, daily supervision, and feedback for continuous improvement. Students’ math achievement scores improved (0.19-0.31 SD) and their course failures were reduced by half. This program costs around $2,500 per student.

State Board Context: During the January 2021 Public Meeting, the D.C. State Board of Education heard from panelists about learning loss, tutoring, and other options. The individuals who came to testify included Marisa Tersy an Education Improvement Specialist with EmpowerK12, Kyndra V. Middleton an Associate Professor and Educational Psychology Program Coordinator with Howard University, Matthew A. Kraft an Associate Professor of Education & Economics with Brown University, Shwetlena Sabarwal a Senior Economist in Education Global Practice with The World Bank, and Robert Slavin the Director of the Center for Research and Reform in Education at Johns Hopkins University and Co-Founder of Success for All Foundation. They testified that the learning loss has been significant for students, specifically for minority students, and that an effective tutoring structure could potentially provide both teachers and students with a resource to mitigate learning loss. Written testimony provided for the Public Meeting can be found here.

Farewell to Outgoing State Board Members

The D.C. State Board of Education is the only independent education agency with elected representatives. Board members’ terms are four years and are staggered so no more than five board members are selected in any one election. As we welcome our new State Board members, we would like to recognize and thank our outgoing members. Their contributions to the State Board have helped shape public education in the District for the better, and we are incredibly thankful for that. Below you will find remarks from each of the outgoing State Board members about their time on the State Board.

Farewell to Outgoing Board Members

Jack Jacobson Ward 2

Jack Jacobson was first elected in 2012 and reelected in 2016 to represent Ward 2. He served as President of the State Board in 2015 and 2016, Vice President in 2017 and 2018, and as chair of numerous committees created by the State Board to improve education in the District of Columbia. His leadership on the State Board saw the adoption of new Health Education Standards that address bullying, addiction, sexual and mental health issues and provide students with a framework for building the skills they need to be healthy for the rest of their lives. Additionally, under his leadership, the State Board established new policies and procedures, hired additional staff and strived for transparency in its work, helping to create a robust and independent agency that represents all District residents. Before his election to the State Board, Jack had served on the Dupont Circle Advisory Neighborhood Commission.

“As I look back on my last 13 years of elected service to the District, I’m filled with gratitude. Gratitude to the voters that placed their trust in me, gratitude to the staff and colleagues I’ve had the opportunity to learn from, and gratitude to the District of Columbia, which afforded me the chance to make a difference for our students and in the future of this great city.”

Karen Williams, a native Washingtonian and graduate of Ballou Senior High School, was first elected in 2012 and re-elected in 2016 as Ward 7’s representative. She served as President of the State Board in 2017 and 2018 and Vice  President in 2015 and 2016, and reformed the agency’s administrative functions and  hiring procedures, successfully hiring its first Executive Director, Ombudsman for Public Education and Chief Student Advocate. Karen’s leadership on the State Board saw the adoption of the first statewide accountability system that allows parents to compare schools across sectors easily and the adoption of credit flexibility regulations and shepherding the creation of a State Diploma for students completing the GED or NEDP programs, opening many opportunities for adult students. Karen is a former special education teacher in DC Public Schools (DCPS) and has also previously worked with the Washington Lawyer’s Committee for Civil Rights and Urban Affairs and the Washington Parent Fund Group as an executive assistant and grant administrator. 

Karen Williams
Ward 7

“It has been a great honor serving on the State Board as a member, as Vice President and as President. Through my eight years on the State Board, we approved new education standards that students were deeply involved in creating about subjects they said were important, approved a State Diploma so that finally adult students could be recognized as equals to their younger peers. Elected office was never in my plans when I was growing up in Ward 7. Most of you know, that I have lived in Washington my entire life. This city is more than a place to me, it is home, and I am deeply grateful to the residents who entrusted me with service on the State Board.”

Ashley MacLeay
At-Large

Ashley MacLeay took office in 2017 as the State Board’s At-Large Representative. Ashley has served as the State Board’s representative on the Every Day Counts! Task Force, led by the Office of the Deputy Mayor of Education, that brings together all agencies involved in student supports and attendance related issues. Additionally, she has served as a member of the advisory council for the Washington Literacy Center and has endeavored to use her seat on the State Board to promote literacy initiatives across the District.

“As I reflect upon my term in office, I think about the opportunity I had to make a difference in the lives of others and be a role model in the eyes of young women thinking about running for office in their own communities. Change starts at home and I’m elated to see more women running for office, serving in office, and adding their much-needed opinion on the issues affecting our towns, cities, states, and nation today.”

Markus Batchelor was first elected to the State Board in November 2016 and took office in January 2017 as Ward 8’s representative. Prior to his election to the Board, Markus served as the Advisory Neighborhood Commissioner for District 8C04 and had previously served as a liaison to Ward 8 with the Mayor’s Office of Community Relations and Services. Markus is the youngest-ever elected member of the Board and is a native Washingtonian, being a student at Martin Luther King Elementary School, Hardy Middle School and Thurgood Marshall Academy. He was elected twice as Vice President for the State Board in 2019 and 2020 and has been one of the State Board’s leading voices for increasing support for community schools, safe passage, police-free schools, physical and mental health, culturally responsive and anti-racist education, and efforts to improve teacher retention.

Markus Batchelor
Ward 8

“My last D.C. State Board of Education meeting is over. With all my heart, I want to thank my Ward 8 neighbors for taking a chance on a kid from Congress Heights wanting to fight for our community. Thanks to my colleagues for your support, and allowing me to serve twice as VP. It’s been an honor. A special thanks to all of the educators, families, students, and concerned community members who leaned into this work with me over the last 4 years — making our government & our system more responsive and more equitable. There’s much more work to do, and I’ll be there beside you.”

We are truly grateful to these outgoing members who have worked tirelessly to support all students, teachers, and families in D.C. Stay tuned for upcoming blogs on the new State Board members!

2020 in Review Part 3: D.C. State Board of Education Annual Report

Dear Residents of the District of Columbia,

This is not the year we expected. Our city, our school communities, and the State Board’s agenda planned for 2020 were changed in unprecedented ways by the COVID-19 pandemic. As a result, schools were forced to suddenly close this spring, and, as of now, our city is still struggling with how to re-open them safely and productively, at least for some students.

The pandemic also exposed in many ways our system’s weak mechanisms to build connection or be responsive to our families and communities. It made it more difficult to provide equitable support for students navigating distance learning and to adequately engage students, families, educators, and school leaders as we map a plan for reopening. A time like this requires a strong, independent, truly representative voice to influence decision-making and account for the diverse needs and views of our communities. Complicated challenges like re-imagining education under COVID can’t be met with top-down solutions; they require solutions that are built from the ground up.

While the elected members of the State Board do not have the authority to make operational decisions on reopening and other vital issues, we have strived to provide a public forum where community voices could be heard. Our monthly public meetings routinely address one or more key educational issues facing our students and provide a public comment period, at which any DC resident can comment on educational issues. Since the start of distance learning alone, the State Board has heard over 23 hours of testimony and public comment from students, parents, school staff, teachers, public health experts, education policy researchers. We seamlessly moved our public, working and committee meetings online, maintaining our commitment to transparency and accessibility to the public – and shattered meeting attendance records in the process.

With its authority to approve/disapprove city-proposed policies on certain issues, including how school quality is rated and attendance rules, the State Board worked this year with our partner state agency, the Office of the State Superintendent of Education, to pass temporary changes to our attendance requirements to better fit the realities of distance learning in the wake of COVID-19.

Ruth Wattenberg, President and Ward 3 Representative
Markus Batchelor, Vice President and Ward 8 Representative
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Summary: State Board Priorities

In 2020, the State Board continued to advance many of its priorities from the previous year, as listed in SR19-5, “On Establishment of Priorities,” strengthening its commitment and efforts to the following items:
• Serving as a voice for D.C. families on key educational issues
• Reviewing and leading the revision of D.C.’s Social Studies Standards
• Teacher and Principal Attrition in the District
• Reviewing the STAR Framework and related issues
• Well-Rounded Education
• Centering equity through the Equity Statement and Framework

In addition to these priorities as established by SR19-5, the State Board has continued to support the leadership and work of its Student Advisory Committee (SAC), a cohort of students from high schools across the District that advises the State Board of education policy issues, and its two sister offices, the Office of the Ombudsman for Public Education and the Office of the Student Advocate.

Continue to read below to learn more about the State Board’s work throughout 2020.

Continue reading “2020 in Review Part 3: D.C. State Board of Education Annual Report”

2020 in Review Part 2: Office of the Ombudsman for Public Education Annual Report

By: The Office of the Ombudsman for Public Education

What is an Ombudsman?

The word “ombudsman” is derived from a Swedish word meaning “entrusted person” or “grievance representative.” The word has come to denote a trusted agent who looks after the interests of a group.

The Office of the Ombudsman for Public Education is an independent, impartial office that helps parents and students resolve school complaints individually and collectively, transforming problems into solutions that compel systemic progress for all public education in D.C. As established by law, the our mission is to be a “single office” that coordinates “transparency and accountability” by helping D.C. families navigate the education agencies that govern and operate the public schools in D.C.

Learn more about our office with this short video:

Overview of Cases During SY 2019–20

In SY2019–20, we processed the second-highest number of cases since our inception. During distance learning, however, we experienced a decline in call volume for the remainder of the school year.

The data presented in our annual report shows the same trends reported in SY 2018-19.  Communication and Engagement, Bullying/Student Safety, and Special Education/Disability remain the top three topics.  Approximately 50 percent of the students that our office opened cases for are students with disabilities.  The Office received complaints from all eight wards and most of the complaints are from residents of Wards 5, 7, and 8.   

The Office undertook several initiatives to support families this school year.  The Office partnered with SchoolTalk to facilitate community circles for families with differently-abled children.  Families came together and discussed a variety of topics, such as the highs and lows of distance learning, the intersectionality of racism and special education while building a supportive network.  We also provided families with resources to build their emotional vocabulary and have difficult conversations with their children.

During this school year, the Office also partnered with the Office of the Attorney General to provide mediation services as an intervention for families of students who were experiencing issues with school attendance. The goals of those mediations were to discuss the barriers preventing the students from attending school regularly, to connect the families with resources to help decrease or remove those barriers, and to develop plans for successful attendance for the next 90 days.

We served 26 families in that capacity. When discussing the factors that prevented the students from successful school attendance, a third of the families revealed their struggles with homelessness; a third discussed issues with employment; a third shared issues with the student’s mental health; and a third shared concerns with special education. Transportation was the most common barrier discussed. This is true despite most families living within walking distance from the school. In some cases, transportation became a barrier because there were multiple children in the family attending different schools located in the opposite direction. In other cases, transportation was a barrier because the parent’s physical health condition restricted the parent’s mobility and the child was too young to walk to-and-from school independently. On average, each family shared about three barriers that impacted school attendance.

Continue reading “2020 in Review Part 2: Office of the Ombudsman for Public Education Annual Report”