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The DC Educational Landscape:Reality, Challenges, and
Opportunities
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Acknowledgements
This presentation is based on the work of:
Mieka Wick, CityBridge Foundation, The DC
Education Landscape: Context for Reform/TheLandscape, The Players, and the Path toExcellence
Simmons Lettre and Carrie Irvin,CharterBoardPartners
Friends of Choice in Urban Schools (FOCUS)
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When you set out to solve a socialWhen you set out to solve a socialproblem, you often frame theproblem, you often frame thesolution around education.solution around education.
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33
Why?Why?
Education lies Upstream from most of societysEducation lies Upstream from most of societysproblems. Its quality impacts:problems. Its quality impacts:
Graduation RatesGraduation Rates
EmploymentEmployment
Economic GrowthEconomic Growth
International CompetitivenessInternational Competitiveness
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Out of Every 100 D.C. 9Out of Every 100 D.C. 9thth GradersGraders
Source: Double the Numbers for College Success ( Oct. 2006)
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Only 43 willgraduate from
high school
(68% nationally)
Out of Every 100 D.C. 9Out of Every 100 D.C. 9thth GradersGraders
Source: Double the Numbers for College Success ( Oct. 2006)
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Out of Every 100 D.C. 9Out of Every 100 D.C. 9thth GradersGraders
Only 9 willgraduate from
college
(23% nationally)
Source: Double the Numbers for College Success ( Oct. 2006)
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Implications ofA Failed School SystemImplications ofA Failed School System
36% of D.C. residents read at the 4th Gradelevel or below, while 47% of the jobs in thiscity require college or advanced degrees(2007)
The median earnings for an adult living inD.C. who does not complete high school is$20,454 per year(2009)
DCs unemployment rate is approximately10%, with rates between 20% and 30% inthe poorest neighborhoods (2010)
Source: Bureau of Labor Statistics, The State Education Agency, DC Kids Count, American Community Survey, Double the Numbers for College Success (Oct. 2006)
Wards 7 & 8
1 in 3 graduate high school
1 in 20 graduate college
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99
And yetAnd yet
D.C. is one of two cities (floodD.C. is one of two cities (flood--ravagedravagedNew Orleans is the other) poised toNew Orleans is the other) poised to solvesolvethe persistently intractable problem ofthe persistently intractable problem ofurban education andurban education and endend educationaleducationalinequality.inequality.
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Seven Key D.C. Education FactsSeven Key D.C. Education Facts
1.1. Small size.Small size.
2.2. (Primarily) low(Primarily) low--income population.income population.
3.3. Abundant choice and competition.Abundant choice and competition.
4.4. Strong, focused leaders.Strong, focused leaders.
5.5. Money for education.Money for education.6.6. Magnet for talent.Magnet for talent.
7.7. Demonstrations of true excellence.Demonstrations of true excellence.
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1111
D.C. Is a Small BigD.C. Is a Small Big--City School DistrictCity School District
Were about 1/15Were about 1/15the size of N.Y.C.the size of N.Y.C.
and 1/6 the size ofand 1/6 the size ofChicago.Chicago.
Total schoolTotal school--ageagepopulation (3population (3--1717yrs old): 91,000yrs old): 91,000
Source: National Alliance for Public Charter Schools, A Growing Movement: Americas Largest Charter School Communities, (Nov.2010); American Community Survey,
72,711
0
200,000
400,000
600,000
800,000
1,000,000
1,200,000 Total District Enrollment (2009-10)
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Source: Office of the State Superintendent of Education (OSSE), 2010 Fall Enrollment Audit Report
Scaling Reforms Is Easier With Small SizeScaling Reforms Is Easier With Small Size
Take CityTake City--wide Thirdwide Third
Grade:Grade:
5,000 third graders 5,000 third graders
22 third graders per 22 third graders per
classclass
227 classrooms 227 classrooms
227 lead teachers 227 lead teachers
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Conclusion:Conclusion:Small Scale Is HelpfulSmall Scale Is Helpful
It is manageable to reach all kids, to scaleIt is manageable to reach all kids, to scale--up reforms that work.up reforms that work.
Small scale may provide a human capitalSmall scale may provide a human capitaledge.edge.
In a small system, each great teacher orIn a small system, each great teacher or
leader has disproportionate influence;leader has disproportionate influence;
finding and keeping 500of them changesfinding and keeping 500of them changeseverything.everything.
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Seven Key D.C. Education FactsSeven Key D.C. Education Facts
1.1. Small size.Small size.
2.2. (Primarily) low(Primarily) low--income population.income population.
3.3. Abundant choice and competition.Abundant choice and competition.
4.4. Strong, focused leaders.Strong, focused leaders.
5.5. Money for education.Money for education.6.6. Magnet for talent.Magnet for talent.
7.7. Demonstrations of true excellence.Demonstrations of true excellence.
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The Poverty Metric:The Poverty Metric:Free and Reduced Price LunchFree and Reduced Price Lunch
Poverty linePoverty line (2011, family of four):(2011, family of four): $22,350$22,350
Free lunch income lineFree lunch income line (130% of poverty):(130% of poverty): $28,665$28,665
ReducedReduced--price lunch income lineprice lunch income line (185% of(185% ofpoverty):poverty): $40,793$40,793
Free and reducedFree and reduced--price lunch is the widely usedprice lunch is the widely used
shorthand to designate students from lowshorthand to designate students from low--incomeincomefamilies.families.
Source: US Department of Health and Human Services; US Department of Agriculture Food and Nutrition Service
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Achievement Usually TracksAchievement Usually TracksIncome LevelsIncome Levels
0%
10%
20%
30%
40%
50%
60%
4th Grade Reading 8th Grade Reading 4th Grade Math 8th Grade Math
2009 NAEP (Percentage of Public School Students NationallyScoring Proficient and Above)
FRPL Eligible FRPL Non-Eligible
Source: National Center for Education Statistics National Assessment of Educational Progress (NAEP), 2009 Mathematics and R eading Assessments
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Conclusion: But NoteConclusion: But NoteDemography Need Not Be DestinyDemography Need Not Be Destiny
Percentage of FRPL-Eligible 4th Graders(2009)
Percentage of 4th Graders ScoringProficient and Above in Reading (NAEP
2009)
Source: National Center for Education Statistics Trial Urban District Assessment (TUDA), 2009 Mathematics and Reading Assessments
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Seven Key D.C. Education FactsSeven Key D.C. Education Facts
1.1. Small size.Small size.
2.2. (Primarily) low(Primarily) low--income population.income population.
3.3. Abundant choice and competition.Abundant choice and competition.
4.4. Strong, focused leaders.Strong, focused leaders.
5.5. Money for education.Money for education.6.6. Magnet for talent.Magnet for talent.
7.7. Demonstrations of true excellence.Demonstrations of true excellence.
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2020
Public School Enrollment Breakdown: DCPSPublic School Enrollment Breakdown: DCPSand Charter Schoolsand Charter Schools
Approximately 75,000Approximately 75,000students attend publicstudents attend publicschool inschool in
Washington, D.C.Washington, D.C.
An additional 1,000 D.C.An additional 1,000 D.C.students currently receivestudents currently receive
federallyfederally--fundedfundedscholarships to attendscholarships to attendindependent schoolsindependent schools
61%
39%
DC Public School Enrollment, 2010-11
DCPS
Source: DC Public Charter School Board; Bill Turque, More details on DCPS Enrollment (DC Schools Insider), 7 Oct. 2010, and Charter school enrollment up nearly 6
percent (DC Schools Insider), 6 Oct. 2010; DC Children and Youth Investment Trust Corporation
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Traditional Public DCPS SchoolsTraditional Public DCPS Schools
129 schools, over 45,000 students129 schools, over 45,000 students
Chancellor: Kaya HendersonChancellor: Kaya Henderson
UnionizedUnionized
D.C.s Default SchoolsD.C.s Default Schools
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Public ChartersPublic Charters
52 schools, 93 campuses, over 29,00052 schools, 93 campuses, over 29,000studentsstudents
Autonomy, nonAutonomy, non--union teachersunion teachers Open or lottery enrollmentOpen or lottery enrollment
Public Charter School Board (PCSB)Public Charter School Board (PCSB)
approves and oversees, with authority toapproves and oversees, with authority toclose underclose under--performersperformers
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Pressure to ActPressure to Act
Charter share of the market has expandedthree-fold in the last 10 years.
Source: DC Kids Count; Office of the State Superintendent of Education (OSSE), 2010 Fall Enrollment Audit Report
0
20,000
40,000
60,000
80,000
100,000
2000 2010
DCPS
3.5% Drop
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Conclusion:Conclusion:Competition Forces ChangeCompetition Forces Change
25
Changes include mayoralcontrol, reform-minded
superintendents, and a revolutionarynew teacher evaluation system
Overwhelming pressure to reformDCPS, and fast
Declining overall student populationAND explosive charter growth Signs of
Recovery?
DCPS experienceda 2%
enrollmentincrease in
2010, its first uptickin enrollment since
1969.
Source: Office of the State Superintendent of Education (OSSE), 2010 Fall Enrollment Audit Report
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Seven Key D.C. Education FactsSeven Key D.C. Education Facts
1.1. Small size.Small size.
2.2. (Primarily) low(Primarily) low--income population.income population.
3.3. Abundant choice and competition.Abundant choice and competition.4.4. Strong, focused leaders.Strong, focused leaders.
5.5. Money for education.Money for education.
6.6. Magnet for talent.Magnet for talent.
7.7. Demonstrations of true excellence.Demonstrations of true excellence.
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Mayoral ControlMayoral Control
MayorVincent Gray
Acting Chancellorof Education: DCPSKaya Henderson
TFA alum
Worked withRhee at The New
Teacher Project
Joined Rhee in
DC as Deputy
Chancellor of DC
Schools
Deputy Mayor for Education
DeShawn Wright
Former middle
school math teacher
A leader in Chicago
Public Schools,
where she served as
Chief of Staff to
Arne Duncan
Executive director at
Wireless Generation
State SuperintendentHosanna Mahaley
TFA Alum
In NYC, worked
for Mayor
Bloomberg and
Chancellor Klein
Served as
Newark Mayor
Corey Bookers
education andpolicy advisor
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Conclusion: But NoteConclusion: But Note Mayoral Control is Not a Silver BulletMayoral Control is Not a Silver Bullet
Ultimately, how a city pursues mayoralUltimately, how a city pursues mayoralcontrol may well matter as much as whether itcontrol may well matter as much as whether it
does.does. Such reforms will disappoint unlessSuch reforms will disappoint unlessaccompanied byaccompanied by attention to leadership styleattention to leadership style; to; tothe oftthe oft--invisible infrastructure of finances,invisible infrastructure of finances,
professional development, and staffing; and to theprofessional development, and staffing; and to thebroader coalition supporting school improvement.broader coalition supporting school improvement.
Rick Hess,Rick Hess, director of Education Policy Studiesdirector of Education Policy Studiesand resident scholar at the American Enterpriseand resident scholar at the American Enterprise
InstituteInstitute
28
Source: Hess, Rick. Mayoral Control: A Sensible Start, If Done Sensibly. Teachers College Record (May 2009).
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Seven Key D.C. Education FactsSeven Key D.C. Education Facts
1.1. Small size.Small size.
2.2. (Primarily) low(Primarily) low--income population.income population.
3.3. Abundant choice and competition.Abundant choice and competition.
4.4. Strong, focused leaders.Strong, focused leaders.
5.5. Money for education.Money for education.6.6. Magnet for talent.Magnet for talent.
7.7. Demonstrations of true excellence.Demonstrations of true excellence.
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D.C. Spends $2.0 Billion a YearD.C. Spends $2.0 Billion a Yearon Public Educationon Public Education
18%
82%
D.C. Government Operating Budget, FY 2011(total budget: $11.1 billion)
Public Education System
Other
Source: DC Office of the Chief Financial Officer, Revised FY 2011 Proposed Budget (Dec. 2010)
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Conclusion: We Have MoneyConclusion: We Have Money
Average Nationwide, per pupil:Average Nationwide, per pupil: $10,259$10,259
D.C., per pupil:D.C., per pupil: $14,594$14,594
Arlington County, per pupil:Arlington County, per pupil: $18,529$18,529
(US Census Data, 2007(US Census Data, 2007--2008)2008)
Source: U.S. Census Bureau, Public Education Finances 2008 (June 2010)
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Seven Key D.C. Education FactsSeven Key D.C. Education Facts
1.1. Small size.Small size.
2.2. (Primarily) low(Primarily) low--income population.income population.
3.3. Abundant choice and competition.Abundant choice and competition.4.4. Strong, focused leaders.Strong, focused leaders.
5.5. Money for education.Money for education.
6.6. Magnet for talent.Magnet for talent.
7.7. Demonstrations of true excellence.Demonstrations of true excellence.
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D.C. as Destination City for Ed ReformD.C. as Destination City for Ed Reform
Leadership Buzz:Leadership Buzz: Created by Rhee & Fenty,Created by Rhee & Fenty,sustained by current leadershipsustained by current leadership
Wonk heaven:Wonk heaven: PolicyPolicy--oriented cityoriented city
Market dynamics:Market dynamics: Social entrepreneurs drawn toSocial entrepreneurs drawn tochoice and competitionchoice and competition
IMPACT:IMPACT: Revolutionary performanceRevolutionary performance--basedbasedteacher evaluation systemteacher evaluation system
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DC Attracts a Rich Pool ofDC Attracts a Rich Pool ofReformReform--Minded Teachers and LeadersMinded Teachers and Leaders
34
455 currentDC corpsmembers
481currentDC teaching
fellows
83 NewLeaders in
school
leadership roles
Source: Teach For America , The New Teacher Project (DC Teaching Fellows ), New Leaders for New Schools (as of February 2011)
TFA corps members and TNTP fellows alone make up approximately 15%
of the public school (DCPS and charter) teaching force in DC.
New Leaders-trained principals and APs serve approximately 20%ofpublic schools in DC.
The power of alumni networks: almost 1200TFA alumni currently live in
the DC region.
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Conclusion:Conclusion:Weve Reached a Critical Mass of TalentWeve Reached a Critical Mass of Talent
D.C. now has a high concentration ofD.C. now has a high concentration ofsuperstar talent leading reform inside thesuperstar talent leading reform inside theDCPS system, in the charter sector, and inDCPS system, in the charter sector, and indozens of leading nondozens of leading non--profit organizations.profit organizations.
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Seven Key D.C. Education FactsSeven Key D.C. Education Facts
1.1. Small size.Small size.
2.2. (Primarily) low(Primarily) low--income population.income population.
3.3. Abundant choice and competition.Abundant choice and competition.4.4. Strong, focused leaders.Strong, focused leaders.
5.5. Money for education.Money for education.
6.6. Magnet for talent.Magnet for talent.
7.7. Demonstrations of true excellence.Demonstrations of true excellence.
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Not Rocket Science:Not Rocket Science:The (Known) Elements of Great SchoolsThe (Known) Elements of Great Schools
Longer day, longer yearLonger day, longer year
ResearchResearch--based curriculumbased curriculum
Strong culture ofStrong culture oflearning, discipline, order, expectationslearning, discipline, order, expectations
Principal who can actually leadPrincipal who can actually lead
Effective teachersEffective teachers
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KIPP: KEYs Students (Way) OutperformKIPP: KEYs Students (Way) OutperformEqually Disadvantaged StudentsEqually Disadvantaged Students
Source: Office of the State Superintendent of Education (OSSE)
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They Also OutperformThey Also OutperformKids from Upper NorthwestKids from Upper Northwest
Source: Office of the State Superintendent of Education (OSSE)
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Not Just in Charters:Not Just in Charters:Sousa Middle School, DCPSSousa Middle School, DCPS
Sousa in brief:Sousa in brief:
Widely regarded as one of theWidely regarded as one of theworst middle schools in theworst middle schools in the
districtdistrict
In 2008, enters into restructuringIn 2008, enters into restructuringstatus under NCLBstatus under NCLB
Undergoes the transformationUndergoes the transformationmodel for restructuringmodel for restructuring whichwhichmeans replacing themeans replacing theprincipal, among other schoolprincipal, among other school--level changeslevel changes
Source: Office of the State Superintendent of Education (OSSE)
0%
10%
20%
30%
40%
50%
2007 2008 2009 2010
Percentage ofStudentsProficient and Above on the DC-
CAS
Reading Math
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The Prevailing Orthodoxy Is WrongThe Prevailing Orthodoxy Is Wrong
Poverty isPoverty isN
OTN
OT destiny.destiny.Great schools can eliminateGreat schools can eliminate
educational inequity.educational inequity.
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Back to the BeginningBack to the Beginning
Education is the upstream issue.
D.C. has the knowledge, the resources,
the leadership to succeed. Still, the work is extremely hard.
Significant remaining challenge: The
politics of finishing the job and sustainingreform.
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A Look at Our Schools
http://www.focusdc.org/data/
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OurAspiration:OurAspiration:Proof Point for the NationProof Point for the Nation
Make Washington, D.C. the first cityMake Washington, D.C. the first cityin the country to end educational inequality.in the country to end educational inequality.
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Discussion Questions
1.What are your reactions? For those not in DC,what about the DC context is similar to yourprevious context?
2.What are the implications for your work as youenter schools in the Fall as aspiring principals?
3.How could you use this data as a leader toachieve dramatic gains in your school site?
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