District of Columbia
U.S.
Rank
Score:
88%
Grade:
B
Rank:
#3
While the Nation’s Capital has enjoyed enormous success with charter schools, which nearly 50% of students attend, efforts to undermine their autonomy and success have been fast and furious in recent years, compromising their ability to focus on their natural constituency – students. Despite the continued opposition, the charter sector in DC remains robust.
Law passed: 1996
Most recently amended: N/A
Number of charter schools: 128
Number of charter students: 43,556
Cap on the number of schools allowed:? Yes.
Virtual charters allowed? No
AUTHORIZERS: Currently the only authorizer is the DC Public Charter School Board (DCPCSB) though the original law allowed for the school board and entities such as museums and universities to be selected by the City Council.
GROWTH: Although there is a cap of 10, they carry over from one year to the next, so this is not necessarily limiting. The political struggles between the DCPCSB and the city council are a much bigger threat to growth.
OPERATIONS: The congressional act establishing charter schools in the District granted the DCPCSB authority to authorize as well as independence from all city and “state” activities. Charters here operate free from typical rules and regulations, although that has been threatened by city council members and others in recent years. But in 2019 were numerous attempts by union opponents and others to micromanage and interfere with charter autonomy. Additionally, several regulations have been proposed in the last couple of years to increase oversight by local entities not involved in chartering.
EQUITY: DC charters have more equitable funding than most states and also have the most robust per-pupil funding program in the country. The law stipulates that charter school students be funded the same as traditional district students under the uniform per-pupil funding formula, but this provision applies only to operating funding from the District’s general fund. However, the school district receives significant additional operating funds through other city and federal agencies that charter schools cannot access.
Score:
Grade:
D
Rank:
#15
The District of Columbia’s choice program, funded by the federal SOAR Act, offers a limited number of students, approximately 2,000, to attend the private school of choice.
Law enacted: 2004
Number of programs: 1
Statewide Participation: 1,732
Types of programs: Voucher
Voucher
Opportunity Scholarship Program
The Opportunity Scholarship Program is a federally-funded voucher program that began in 2004, and serves students from low-income households. Eligibility guidelines state that students must be current DC residents, and receive SNAP benefits or have a household income that is at or below the 185% federal poverty level.
Score:
Grade:
D
Rank:
#36
The District’s teacher comp program which factors in student performance & evaluation for bonuses is widely recognized. Content knowledge also factors strongly in teacher prep programs.
TRAINING AND RECRUITMENT: 72%
General Teacher Preparation 62%
Elementary Teacher Preparation 78%
Secondary Teacher Preparation 80%
Special Education Teacher Preparation 55%
Alternate Routes 85%
STAFFING AND SUPPORT: 78%
Hiring 93%
Retaining Effective Teachers 63%
TEACHER EVALUATION: 61%
TEACHER COMPENSATION: 62%
Score:
88%
Grade:
B
Rank:
#3
While the Nation’s Capital has enjoyed enormous success with charter schools, which nearly 50% of students attend, efforts to undermine their autonomy and success have been fast and furious in recent years, compromising their ability to focus on their natural constituency – students. Despite the continued opposition, the charter sector in DC remains robust.
Law passed: 1996
Most recently amended: N/A
Number of charter schools: 128
Number of charter students: 43,556
Cap on the number of schools allowed:? Yes.
Virtual charters allowed? No
AUTHORIZERS: Currently the only authorizer is the DC Public Charter School Board (DCPCSB) though the original law allowed for the school board and entities such as museums and universities to be selected by the City Council.
GROWTH: Although there is a cap of 10, they carry over from one year to the next, so this is not necessarily limiting. The political struggles between the DCPCSB and the city council are a much bigger threat to growth.
OPERATIONS: The congressional act establishing charter schools in the District granted the DCPCSB authority to authorize as well as independence from all city and “state” activities. Charters here operate free from typical rules and regulations, although that has been threatened by city council members and others in recent years. But in 2019 were numerous attempts by union opponents and others to micromanage and interfere with charter autonomy. Additionally, several regulations have been proposed in the last couple of years to increase oversight by local entities not involved in chartering.
EQUITY: DC charters have more equitable funding than most states and also have the most robust per-pupil funding program in the country. The law stipulates that charter school students be funded the same as traditional district students under the uniform per-pupil funding formula, but this provision applies only to operating funding from the District’s general fund. However, the school district receives significant additional operating funds through other city and federal agencies that charter schools cannot access.
Score:
Grade:
D
Rank:
#15
The District of Columbia’s choice program, funded by the federal SOAR Act, offers a limited number of students, approximately 2,000, to attend the private school of choice.
Law enacted: 2004
Number of programs: 1
Statewide Participation: 1,732
Types of programs: Voucher
Voucher
Opportunity Scholarship Program
The Opportunity Scholarship Program is a federally-funded voucher program that began in 2004, and serves students from low-income households. Eligibility guidelines state that students must be current DC residents, and receive SNAP benefits or have a household income that is at or below the 185% federal poverty level.
Score:
Grade:
D
Rank:
#36
The District’s teacher comp program which factors in student performance & evaluation for bonuses is widely recognized. Content knowledge also factors strongly in teacher prep programs.
TRAINING AND RECRUITMENT: 72%
General Teacher Preparation 62%
Elementary Teacher Preparation 78%
Secondary Teacher Preparation 80%
Special Education Teacher Preparation 55%
Alternate Routes 85%
STAFFING AND SUPPORT: 78%
Hiring 93%
Retaining Effective Teachers 63%
TEACHER EVALUATION: 61%
TEACHER COMPENSATION: 62%
Score:
Grade:
D
Rank:
#39
In efforts to promote digital learning, DCPS has a Digital Learning and Innovation Team to plan and scale the District’s efforts to improve the quality of its schools. DCPS encourages blended learning models and offers schools access to education technology platforms like Canvas, Clever, ISTE, and Office 365. DCPS has Digital Learning Standards for students and educators.
The District of Columbia is making an effort to close the digital divide by investing in technology.
As part of the FY 2020 budget, Mayor Bowser implemented the Empowered Learners Initiative (ELi), a three- year plan designed to give equitable access to innovation. Under ELI’s three year technology integration roadmap, every student in grades 3-12 will have access to technology through a 1:1 student-to-device ratio. More than 16,400 devices will be given to students in the first year. Teachers will also receive comprehensive professional development to enhance their digital literacy and help them effectively integrate technology into their daily instructional practices. However, many families in the District struggle with lack of access to high speed internet and devices.
Bandwidth: “The traditional D.C. public school system estimates that about 30 percent of its 52,000 students lack Internet access or computers at home. For some schools, that percentage is far higher.”
The KIPP DC network has a Personalized Learning Pilot Project cohort. In 2019, KIPP teachers spent months piloting a personalized learning software solution and tracking its effectiveness with their students. Participants worked with KIPP DC’s personalized learning and data teams to assess the impact of software on student engagement and academic growth. Pilots were as wide ranging as providing on grade level listening and speaking texts to English language learners to software that created a digital art portfolio for students to grow during their time in school.
The response to the COVID-19 crisis in Washington, DC has been somewhat effective. The District government respected public charter schools’ freedom and allowed them to decide their own courses of action. DCPS and public charter schools closed. In a March 12th newsletter, D.C.’s state superintendent provided resources for school leaders to begin using for a potential transition to remote learning. They were encouraged to continue instruction for all students: “Continuous education takes place when both instruction and learning occur seamlessly across different learning environments, including in-person and remote settings. It requires the development of a coherent and thoughtful plan to ensure that students experience the equivalent levels of rigor and quality, whether engaged in full-time distance learning, full-time in-person learning, or in a hybrid or blended approach, alternating between remote and in-person environments. Continuous education also includes periods of emergency when distance learning may be required for all students.”
Early in the crisis the city promised that “all high school students without access to a device at home will now receive one,” and later included K-8 students in their device distribution plan. Public charter schools handled their own equipment distribution and school reopening plans.
DC’s traditional public schools started the year fully remote.
When Mayor Bowser announced DCPS school closures in March, she moved up spring break so that students would not lose days of school while teachers made the transition to distance learning. When announcing schools would stay closed the remainder of the school year on Apr. 17th, the Mayor noted that D.C. schools had had no contact with some students/families since the district shifted to distance learning, showing the limits of D.C.’s delivery of education in the spring. There were also stumbles with regard to a solid reopening plan being developed in a timely manner.
D.C. public charter schools were permitted to continue to set their own course with regard to reopening, with the vast majority choosing virtual education and a handful opting for a hybrid approach. D.C. traditional public schools decided to remain fully remote until Nov. 6 but stumbled early in ensuring that all families had consistent WIFI access, hampering District children and their ability to continue learning.
Fast Facts
4th Grade Math Proficiency:
8th Grade Math Proficiency:
12th Grade Math Proficiency:
4th Grade Reading Proficiency:
8th Grade Reading Proficiency:
12th Grade Reading Proficiency:
Graduation Rate:
Average SAT Score:
Average ACT Score:
Public School Enrollment:
Percent Enrolled in Charter Schools:
Average Student Funding:
Score:
Grade:
D
Rank:
#39
In efforts to promote digital learning, DCPS has a Digital Learning and Innovation Team to plan and scale the District’s efforts to improve the quality of its schools. DCPS encourages blended learning models and offers schools access to education technology platforms like Canvas, Clever, ISTE, and Office 365. DCPS has Digital Learning Standards for students and educators.
The District of Columbia is making an effort to close the digital divide by investing in technology.
As part of the FY 2020 budget, Mayor Bowser implemented the Empowered Learners Initiative (ELi), a three- year plan designed to give equitable access to innovation. Under ELI’s three year technology integration roadmap, every student in grades 3-12 will have access to technology through a 1:1 student-to-device ratio. More than 16,400 devices will be given to students in the first year. Teachers will also receive comprehensive professional development to enhance their digital literacy and help them effectively integrate technology into their daily instructional practices. However, many families in the District struggle with lack of access to high speed internet and devices.
Bandwidth: “The traditional D.C. public school system estimates that about 30 percent of its 52,000 students lack Internet access or computers at home. For some schools, that percentage is far higher.”
The KIPP DC network has a Personalized Learning Pilot Project cohort. In 2019, KIPP teachers spent months piloting a personalized learning software solution and tracking its effectiveness with their students. Participants worked with KIPP DC’s personalized learning and data teams to assess the impact of software on student engagement and academic growth. Pilots were as wide ranging as providing on grade level listening and speaking texts to English language learners to software that created a digital art portfolio for students to grow during their time in school.
The response to the COVID-19 crisis in Washington, DC has been somewhat effective. The District government respected public charter schools’ freedom and allowed them to decide their own courses of action. DCPS and public charter schools closed. In a March 12th newsletter, D.C.’s state superintendent provided resources for school leaders to begin using for a potential transition to remote learning. They were encouraged to continue instruction for all students: “Continuous education takes place when both instruction and learning occur seamlessly across different learning environments, including in-person and remote settings. It requires the development of a coherent and thoughtful plan to ensure that students experience the equivalent levels of rigor and quality, whether engaged in full-time distance learning, full-time in-person learning, or in a hybrid or blended approach, alternating between remote and in-person environments. Continuous education also includes periods of emergency when distance learning may be required for all students.”
Early in the crisis the city promised that “all high school students without access to a device at home will now receive one,” and later included K-8 students in their device distribution plan. Public charter schools handled their own equipment distribution and school reopening plans.
DC’s traditional public schools started the year fully remote.
When Mayor Bowser announced DCPS school closures in March, she moved up spring break so that students would not lose days of school while teachers made the transition to distance learning. When announcing schools would stay closed the remainder of the school year on Apr. 17th, the Mayor noted that D.C. schools had had no contact with some students/families since the district shifted to distance learning, showing the limits of D.C.’s delivery of education in the spring. There were also stumbles with regard to a solid reopening plan being developed in a timely manner.
D.C. public charter schools were permitted to continue to set their own course with regard to reopening, with the vast majority choosing virtual education and a handful opting for a hybrid approach. D.C. traditional public schools decided to remain fully remote until Nov. 6 but stumbled early in ensuring that all families had consistent WIFI access, hampering District children and their ability to continue learning.
4th Grade Math Proficiency:
8th Grade Math Proficiency:
12th Grade Math Proficiency:
4th Grade Reading Proficiency:
8th Grade Reading Proficiency:
12th Grade Reading Proficiency:
Graduation Rate:
Average SAT Score:
Average ACT Score:
Public School Enrollment:
Percent Enrolled in Charter Schools:
Average Student Funding:
Muriel Bowser (D)
Second Term (Mayor)
Mayor Muriel Bowser is neutral on charter schools but supportive of the Opportunity Scholarship Program, the District’s federally created scholarship program. She has publicly supported efforts to reauthorize the program first as a member of the City Council and now as Mayor. The City Council continues to pass legislation that increases regulations on charter schools and the Deputy Mayor denies them access to facilities.
As the District of Columbia is not a state, the issue of a Blaine Amendment is not applicable.
The District of Columbia has two sets of report cards that are issued for parents to review school performance. The Office of the State Superintendent of Schools has the DC STAR Report Card System which gives a report on all traditional and public charter schools. For public charter schools the DC Public Charter School Board has the Performance Management Framework (PMF).
Both of these report platforms give parents a solid amount of information. The charter school profiles provided by the DC Charter School Board provide more context on their reports, and have data on student achievement, student progress, school environment, student makeup, and funding provided in large graphics making it easier to read.
Muriel Bowser (D)
Second Term (Mayor)
Mayor Muriel Bowser is neutral on charter schools but supportive of the Opportunity Scholarship Program, the District’s federally created scholarship program. She has publicly supported efforts to reauthorize the program first as a member of the City Council and now as Mayor. The City Council continues to pass legislation that increases regulations on charter schools and the Deputy Mayor denies them access to facilities.
As the District of Columbia is not a state, the issue of a Blaine Amendment is not applicable.
The District of Columbia has two sets of report cards that are issued for parents to review school performance. The Office of the State Superintendent of Schools has the DC STAR Report Card System which gives a report on all traditional and public charter schools. For public charter schools the DC Public Charter School Board has the Performance Management Framework (PMF).
Both of these report platforms give parents a solid amount of information. The charter school profiles provided by the DC Charter School Board provide more context on their reports, and have data on student achievement, student progress, school environment, student makeup, and funding provided in large graphics making it easier to read.