Preso--Orientation 6 3 11

8/6/2019 Preso--Orientation 6 3 11

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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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22

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)




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Only 9 willgraduate from

college

(23% nationally)



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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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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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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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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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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.



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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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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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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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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



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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


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?

Documents

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