By: Alexander Jue, Policy Analyst
What does two-generation learning mean and how has it been implemented in the District? How do public schools establish themselves as the center of their communities? During a recent visit to Briya Public Charter School’s Fort Totten campus, I had the opportunity to witness this two-generation learning approach, as well as see the additional community and social services provided through the school’s partnership with Mary’s Center, a Federally Qualified Health Center community health center in the District.
- Two-generation learning – Briya’s mission is to strengthen families through culturally responsive two-generation education. At Briya, parents and their young children learn together. Parents study English—from basic to advanced levels—and practice digital literacy and parenting skills. At the same time, their Pre-K–3 and Pre-K–4 children, as well as infants and toddlers, receive a high-quality early education in dual-language, project-based classes right across the hall. Parents and children also participate in intentional weekly Parent and Child Together (PACT) Time.
- Briya and Mary’s Center partnership – For nearly 20 years, Briya and Mary’s Center have partnered closely to provide education, health care, and social services for families. Through this partnership—and their shared philosophy of social change—Briya and Mary’s Center exemplify how a public school can serve as the hub for a community.
By: Paul Negron, Public Affairs Specialist
During a press conference held last evening at the newly-modernized Bancroft Elementary School, Mayor Muriel Bowser, with Ward 1 Councilmember Brianne Nadeau, Interim Deputy Mayor Ahnna Smith, State Superintendent of Education Hanseul Kang, Interim DC Public Schools Chancellor Dr. Amanda Alexander, DC Public Charter School Board Executive Director Scott Pearson, and Principal Arthur Mola from Bancroft Elementary School publicly announced results for the 2017-18 statewide Partnership for Assessment of Readiness for College and Careers (PARCC) exams. Overall, the percentage of District students who are on track for the next grade level and to leave high school prepared for college and career increased since last year. The full results can be found here.
The SBOE is encouraged by the increases in scores for almost all students, but remains concerned about the enormous gaps that remain between students of color and white students. The District’s scores for high school math and students with disabilities are also of particular concern. Statewide, the proportion of students meeting or exceeding expectations on the PARCC has increased gradually in each of the last two years, and the District is up 5.5 points in English language arts/literacy (ELA) and 4.8 points in math over 2014-15 levels.
By: Matt Repka, Policy Analyst
Earlier this week, Councilmember David Grosso kicked off his series of education town halls in Ward 8 at the Anacostia public library. This was the first of eight such town halls, one in each ward of the city, over the summer. The town hall was led by five youth leaders, including our very own outgoing Student Representative Tallya Rhodes!
Approximately 30 community members, including students, teachers, parents, principals, and other stakeholders joined the town hall to share thoughts and ideas about schools in the District. Members of the media were present as the five students on the panel facilitated a robust discussion.
By: Matt Repka, Policy Analyst
Last month, State Board members met with teachers and administrators at Center City Public Charter Schools’ Shaw campus to visit classes and discuss their school. Principal Alicia McCloud, assistant principals Natasha Taylor and Rashaida Melvin, and managing director Demetrial Gartrell welcomed Board Members Ruth Wattenberg (Ward 3) and Joe Weedon (Ward 6) and staff from SBOE and the Office of the Deputy Mayor for Education to their school.
By: Kit Faiella, Policy Fellow
Between 2003 and 2015, the District of Columbia experienced large achievement gains for its students: double-digit gains in the National Assessment of Educational Progress (NAEP), a growth in attendance and graduation (despite recent setbacks), and more students reported satisfaction in their schooling. For a school district that struggled for so many years, there is so much positive. But during my time as a Policy Fellow for the State Board of Education, I’ve had the chance to absorb the data and hear upfront about some of the challenges families face here in the District. Overall, while there is much to celebrate, there is much more to do.
First, let’s examine the two most recent NAEP scores for the District – 2015 and 2017. Below is a graphic that compares the NAEP results for the District by race.
Overall, there are distinct differences between races when it comes to student achievement. How can we make these equal? What positives can we take from the overall strengthening of scores over time and apply to everyone? How can we ensure that success is shared by all?
By: Abby Ragan, Policy Fellow
Earlier this week, Ward 3 representative Ruth Wattenberg, Ward 4 representative Lannette Woodruff and SBOE staff visited the new campus of DC International School. The group was welcomed by Principal Simon Rodberg and taken on tours of the building by pairs of student ambassadors. The SBOE team was able to sit down for a roundtable discussion with Principal Rodberg, Ms. Deirdre Bailey, the grades 9/10 Assistant Principal, Allison Sandusky, the Director of Student Culture and Lauren Games, the Communications Associate.
DCI is a Tier 1 school serving grades 6-10 (with plans to expand to 6-12) with a one-to-one technology system based on three areas: International Baccalaureate, Student Agency, and Language Immersion. DCI plans to provide IB program offerings in both the Diploma and Careers tracks. DCI students are from all 8 wards, but a majority are from wards 1, 4, and 5- the same wards where DCI’s feeder schools are located. 51% of DCI students qualify for free or reduced lunch while 14% of the population receive special education services. These demographics present a diverse student body with varied opportunities and interests in clubs such as Baking, Debate, Sewing, Italian cooking, Star Wars, Homework Help, and Rock Band.
By: Kit Faiella, Policy Fellow
In December 2017 and early January 2018, the Board members attended a variety of events around the DC community, interacting with students and parents alike. Many Board members took tours of schools during December and January, witnessing teachers and students in action firsthand.
• Ashley Carter (At-Large) visited Duke Ellington School of the Arts.
• Laura Wilson Phelan (Ward 1) highlighted the tremendous work of our #DCGradReqs Task Force as a panelist on a National Association of State Boards of Education (NASBE) webinar focused on equity in high school graduation requirements.