Greater Greater Washington

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Education


Gentrification isn't the only reason DC's test scores are rising

Student performance in the nation's capital has increased so dramatically that it has attracted significant attention and prompted many to ask whether gentrification, rather than an improvement in school quality, is behind the higher scores. Demographic change explains some of the increases in test scores, but by no means all of them.


Photo by US Department of Education on Flickr.

We drew this conclusion after analyzing data from the National Assessment of Educational Progress (NAEP), known as the "nation's report card," which tests representative samples of fourth- and eighth-grade students in mathematics and reading every two years.

NAEP scores reflect not just school quality, but also the characteristics of the students taking the test. For example, the difference in scores between Massachusetts and Mississippi reflects both the impact of the state's schools and differences in state poverty rates and other demographics. Likewise, changes in NAEP performance over time can result from changes in both school quality and student demographics.

DC's school demographics have changed substantially since 2005. The NAEP data show that the proportion of white and Hispanic students in DC has roughly doubled, while the proportion of black students has declined. The question is whether DC's sizable improvement is the result of changing demographics, as some commentators claim, or improving quality.

Changing demographics are only part of changing test scores

Our analysis indicates that, based on the relationships between demographics and NAEP scores in 2005, demographic changes predict a score increase of four to six points between 2005 and 2013 (the data needed to perform this analysis on the 2015 results are not yet available).

But the actual score increases have generally far outpaced the gains predicted by demographic change alone. For example, in fourth-grade math, demographics predicted a four-point increase, but scores increased 17 points.

The figure below shows predicted and actual score increases for all four tests for DC schools overall (including charters) and the traditional school district (DC Public Schools). Only in eighth-grade reading scores at DC Public Schools do demographic shifts explain more than half of the score increase.


Graph from the Urban Institute.

To be sure, our analysis does not account for all potentially important demographic factors. In particular, we do not include any measures of family income. Though researchers often use eligibility for free or reduced-price lunch as a proxy for determining income level, changes to who is eligible make this measure unreliable. With the eighth-grade scores, we did attempt to use parents' education as a proxy for socioeconomic status, but our results did not appreciably change: changes in demographics still did not account for changes in academic performance.

The bottom line is that gentrification alone cannot explain why student scores improved in Washington, DC, a conclusion that echoes previous analyses using publicly available data. DC education saw many changes over this period, including reform-oriented chancellors, mayoral control, and a rapidly expanding charter sector, but we cannot identify which policy changes, if any, produced these results.

And despite the large gains, DC NAEP scores still reveal substantial achievement gaps—for example, the gap between average scores for black and white students was 56 points in 2015; the gap between Hispanics and whites was 49 points.

In other words, much work remains to be done.

Here's how we drew our conclusions

Our analysis of student-level NAEP data from DC, including students from charter and traditional public schools, compares the increase in scores from 2005 to 2013 with the increase that might have been expected based on shifts in demographic factors including race/ethnicity, gender, age, and language spoken at home. The methodology is similar to the one used in a new online tool showing state NAEP performance (the tool excludes DC because it is not a state).

We used restricted-use, student-level data from NCES to generate these results. (That means that researchers have to get special permission to access files that have scores on a kid-by-kid (but de-identified) basis, whereas most people would have to use data that averaged for entire states and cities (by subject and year).

We measured the relationship between DC student scores in 2005 and the student factors of gender, race and ethnicity, age, and frequency of English spoken at home. We then predicted what each student's score in 2013 would have been if the relationships between demographics and scores were the same in 2013 as they were in 2005. We then compared the average predicted score of the 2013 test-takers (relative to the 2005 average score) to the actual 2013 score (also relative to the 2005 average score).

We tried model variants that included special education status, limited English proficiency status, and eligibility for free- and reduced-price lunch. Including these variables tended to lower the predicted score change (indicating that an even larger portion of the score changes came from non-demographic changes). However, because these variable are also subject to district and school-level definitions (direct certification/community eligibility may have increased the numbers of FRPL-eligible students, for example), we chose not to include these variables in our prediction, and focused only on demographic changes.

Crossposted from the Urban Wire.

Development


It's another delay for 200+ units of housing in Tenleytown

First, Georgetown Day School took 3 floors and 50 units of housing away from its proposed development in Tenleytown, following opposition from neighbors and the DC Office of Planning. Now, it has to delay the entire project because of a zoning technicality.


An earlier rendering of the project. Image from Georgetown Day School / Esocoff and Associates.

First, an exciting plan gets scaled down

The site on Wisconsin Avenue has been through many public battles over the years concerning denser, mixed use development, but this particular project originally looked to be one of the finer plans for the area.

Neighboring Georgetown Day School purchased the Safeway and adjacent parcel near 42nd Street and Wisconsin Avenue in 2013. It planned new school space, a pair of 9-story buildings with 270-290 units of housing (around 10% of those permanently affordable), and a host of other neighborhood amenities, including a bike share station, a beautiful set of pedestrian steps, and a small park.

Unfortunately, as soon as the plans were opened to public comment, a few neighbors began organizing against it. Last month, after the Office of Planning unexpectedly sided with opponents, GDS cut off one floor from one building and two from the other, removing 50 units of housing and a variety of amenities.


Aerial view of the project. Image from the PUD filing.

Now, another delay

This last week, another hiccup. The school decided to withdraw its application entirely and re-submit it. That's because, according to a letter released by the school, one of the opposing neighbors complained about an unspecified detail of the zoning regulations, and DC's Zoning Administrator (the official who interprets the zoning regulations and decides if projects comply with them) agreed with the objection.

Fortunately for GDS, this zoning provision (whatever it is) changed in DC's zoning update, which recently passed and will take effect in September. Therefore, rather than fight the Zoning Administrator's "informal" ruling, GDS will just withdraw and re-submit to be considered under the new rules.


Letter to the community from Georgetown Day School. Click to see the full letter.

Why this matters

While projects do need to conform to the zoning code, this also shows the great length project foes, particularly in some areas of DC such as this, will go to stop change. Remember, GDS's building would have been as tall as the one across the street, and now will be shorter. But that's apparently not enough for opponents.

GDS is fortunate that the zoning update is going into effect very soon, after more than eight years of delay getting finalized and approved. Otherwise, GDS would have had to fight the ruling, and the letter says, "While we may have prevailed at the Zoning Commission with our current PUD application, this informal ruling by the Zoning Administrator would have made us vulnerable to an appeal and cost us additional time and money."

We can imagine that the opposition will not sit idly by for the next round. This is a Tenleytown story, but it affects all of us in the city and region. With the current housing shortage, any loss of new housing, particularly so close to a Metro stop, is a loss we all feel.

If you are interested in staying informed and involved in this particular case, fill out the form below. We will continue to watch what happens here and look for ways for the larger community to make a difference.

Keep me informed

Let me know when I can help ensure new housing gets built near Tenleytown (and elsewhere in DC and the region!)

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Bicycling


Your college doesn't want your old bike. Give it to someone who does.

Get your diploma, abandon your bike. This spring ritual is almost as familiar on college campuses as Pomp and Circumstance. But you can do a lot of good by donating your bike rather than bailing on it.


Photo by Andreas Kambanis on Flickr.

It's not uncommon for students to get to college with a bike only to lock it up and forget about it. But when you graduate, you shouldn't just leave it there when you know you're never coming back.

Abandoned bikes make riding tough on others

Bike parking is a scarce resource. Most outdoor racks are meant for short-term use, not long-term storage. Each spot taken up by an abandoned bike is a spot not available for a bicyclist who needs it.

With abandoned bikes taking up valuable space, bicycle parking becomes less convenient for potential users, which could dissuade people from trying to bicycle at all. Additionally, a rack with abandoned bikes might attract thieves and scavengers, making bike parking less secure overall.

While it's likely the university will eventually remove abandoned bikes, that could be weeks or months away. Save the maintenance workers and public safety staff the time and hassle of cutting your lock, storing, and eventually disposing of your old bicycle by dealing with it yourself.

Serious good can come of your bike even if you don't care about it

Instead of abandoning your bike, consider donating it. Before leaving campus, take one last ride to drop your bike off at a local non-profit like Gearin' Up or Phoenix Bikes, where they'll fix your bike up and get it to someone who could really use it.

For the more globally-minded, consider Bikes for the World, an organization that sends used bicycles to developing countries, by either dropping off your bike at a partner shop or at at one of their collections this month.

Buying a new bike isn't an option for every potential bike commuter. Community-oriented organizations like these help provide bicycles to would-be bicyclists who might not have otherwise have access to one. And even if your old bike isn't functional, parts of it might still be and those parts can be used in repairs to get other bikes back on the road.

Even if your old bike is no longer part of your life, it still has value. As you move on to the next stage in your life, help your bike move on too.

This post originally ran in the spring of 2015, but since the issue comes up every year, we figured a reminder wouldn't hurt!

Development


Interning in DC? Here’s how to find a place to live.

DC's shortage of affordable housing options touches lots of permanent residents, but summer interns struggle with the problem as well. Below are three ways to find a place to stay when you're only coming to DC for the semester.


My home during my internship, at Connecticut and Cathedral NW.

Each season, a new wave of unpaid interns in search of work experience floods the nation's capitol. And before interns even arrive to DC, the search for housing acquaints them with the city's high cost of living. The housing market is already short on affordable options, and the need for short term leases and access to public transportation means even more barriers.

As most interns in DC are unpaid, the main qualifications for housing are that it's cheap, close to transport, and a short term lease. These three requirements can make for a lengthy and exhausting housing search within the current DC housing market.

Here are three go-to options for interns who are on the hunt:

1. Get housing through your school or program

Some lucky students' universities pick out housing out for them, usually in a building specifically designed for students. Because of the demand, many apartment complexes in DC are starting to specialize in short term leases for these students interning in DC. Universities sending students to DC frequently use this option, but interns searching for a short term lease can use it as individuals as well.

One example is where I currently live, Washington Intern Student Housing, aka WISH. WISH, along with Cheap Intern Housing and Cassa Housing, are some of the options for students searching for apartments with short term leases mostly occupied by students. At the WISH Woodley Park location, interns are offered a convenient location, but at a steep price: Places start at around $1,000 a month, and that's in a three-bedroom apartment where you're splitting a room.


The kitchen in my WISH apartment.

2. Stay in a local college dorm

Another option for summer interns are the university dorms from schools like American, George Washington, and Georgetown. This option offers students a chance to experience life at an University in DC, but for a price ranging from $310 to $450 a week for shared rooms.

These universities have web pages (linked above) dedicated to attracting and informing students about their summer rates and availability, along with contact information or an application for housing.

3. When all else fails… try Craigslist

The third option for interns is the exasperating Craigslist search. This option is not for the faint of heart, especially during the summer when the demand is the highest. I have some friends who sent dozens of emails to potential roommates, but even after weeks of trying never found a place to live.

In a Craigslist search, make sure to respond to a listing as soon as possible, but also be wary about your potential roommates. If your Craigslist search is not successful many interns might just turn to option one intern apartments, even though they can be a higher price.

It's possible to feel at home even if you're only here briefly

Once you find housing, be aware that life as an intern can be tough. It's not uncommon for city dwellers to have to make lots of maintenance requests, for everything from rat removal to broken refrigerators. It can also be hard to assimilate, as you're in DC for much longer than a tourist, but you aren't here for good.


Decorating a space is a go-to way to turn it into a home.

But the benefits to interning in DC outweigh the cost and stress of housing. In DC you have the opportunity to explore countless museums (for free), attend enlightening events, and network with inspiring people. And when it comes to feeling at home in your apartment, try making and spending time with friends, decorating, and cooking family recipes.

Do you have any tips for interns coming to DC?

Events


Watch our editor play ultimate and have fun with your fellow GGWash readers!

Jonathan Neeley isn't just our editor. He's also a top ultimate Frisbee player and a member of the DC Breeze, a team in the professional American Ultimate Disc League (AUDL). We're going to their next home game, on Saturday, May 7 against New York. Join us!


Photo by Kevin Wolf.

The Breeze play at Gallaudet University's Hotchkiss Field, their football stadium. The game starts at 6:30. Gates open at 5:15, and our Managing Director, Sarah Guidi, will be there to give you your tickets. We'll all be sitting in a block, so you can meet other GGWash readers, commenters, contributors, and editors while enjoying what should be a very fun game.

We've gotten a group rate for tickets, which are usually $12.50. Thanks to Don and Kellen with the Breeze for making the group discount available to GGWash. If you want to come support Jonathan in his game and also in a tiny way help us pay his salary, you can pay the same $12.50 for your ticket and some of that will go to our organization to fund him. Or, you can buy a ticket alone for $7.50.

To participate, you need to buy your ticket by 4 pm on Friday, May 6. You can get it by clicking the button below:

(Contributions to Greater Greater Washington are not tax deductible.)

Once you buy a ticket, look for an email from Sarah on Friday evening with details on where and how to meet her to get your tickets.

Aside from a chance to watch some very talented athletes, games are a great way to spend time outside and enjoy the community. You can buy both beer and food there (and for cheap!), and there's a live band that starts playing soon after the gates open. Kids 12 and under get in free, and there's also a free clinic to teach kids to play that runs from 5-6 pm.

The field is about a 15-minute walk from NoMa Metro. The 90s buses run past the campus along Florida Avenue, and the D4 and D8 just to the east, and the university runs a shuttle from Metro. There is a Capital Bikeshare station right on Gallaudet's campus, near the field, and drivers can buy daily parking passes.

Hope to see you there!

Education


Schools are still segregated in Maryland, and state legislators want that to change

Studies have shown that while our country is becoming more ethnically diverse, our schools have become more segregated. In fact, studies by the Civil Rights Project have found that Maryland to be among the most-segregated state in the country for black students. A bill hoping to change that just passed through the Maryland state legislature.


Photo by US Department of Education on Flickr.

Segregation is still a problem in our schools

I am an elementary school teacher in Prince George's County. In our school of over 700 students, nearly 90 percent of whom qualify for free and reduced meals. We have fewer than ten white non-Hispanic children, and most of our students speak Spanish as their first language.

It's not that we do not have white or middle class children in our neighborhood. But at present, the majority of these families are choosing private schools, charter schools, magnet programs or homeschooling. They do anything to avoid sending their kids to the predominantly low-income local public school.

Looking at Prince George's County on the whole, nine out of 10 black students attend a school where at least 90 percent of students are minorities. Nearly four out of 10 black students attend what the Civil Rights Project report called "apartheid schools," where more than 99% of the school is African American; nearly all of the 400 "apartheid schools" are in Prince George's County or Baltimore City.

As early as the 1960s, we have understood that the two greatest predictors of student academic success are the socioeconomic status of the student's family, and the socioeconomic status of the student's peers. That is to say that low-income children who attend mixed income schools will achieve at higher rates.

With a state as segregated as ours, it is no wonder that Maryland's achievement gap is also one of the greatest in the country. According to our 2013 NAEP (National Assessment of Educational Progress) scores, the gap in average math scores between black and white fourth-graders in Maryland was the fifth-worst in the nation, and in reading the gap was the ninth-worst.

A new program called EDCo wants to confront these issues

Senator Bill Ferguson, a democrat from Baltimore City, proposed legislation to create the Maryland Education Development Collaborative (EDCo). The collaborative would make recommendations to the state Board of Education, the General Assembly, and local school systems about how to make schools more diverse in terms of socioeconomics and demographics.

The EDCo bill has now moved through the Maryland state legislature. If signed by the Governor, the new educational entity will be a big step to addressing the greatest civil rights issue and roadblock to educational equity in our state: socioeconomic segregation.

While equitable education is elusive, there's plenty of reason to think it's not impossible. The challenge is collecting, analyzing and sharing best policies and practices across schools, districts and regions.

In 1998 the Maryland Legislature founded TEDCo (Technology Development Corporation) to foster innovation and entrepreneurship communities across the state. In under two decades, the organization has created thousands of jobs and impacted hundreds of companies through granting and mentoring programs. The goal with EDCo is to bring the same level of growth and innovation to the field of education by connecting universities, research institutions, venture capitalists, and school districts. Hopefully, this would mean turning research into policy and practice.

For example, last year Governor Hogan launched the P-TECH (Pathways in Technology Early College High School) partnership with IBM. EDCo could assess the impact of this collaboration and work to disseminate progress.

Another way that EDCo could help is by developing a model to make magnet programs more inclusive and economically integrated. While magnet programs were designed to diversify schools by drawing students from across boundary lines, the current system in Prince George's County favors families who are actively engaged in their children's education by requiring parents to apply. That leaves the neediest children isolated in their increasingly segregated schools.

EDCo would seek to break down these barriers to comprehensive integration by supporting programs that attract a broad demographic clientele, and developing lottery systems that do not discriminate against poor, under-resourced children. Rather than relying on a competitive application or lottery, magnet programs would instead use strong marketing and weighted lotteries to build demographically diverse school populations across the state.

Teachers need an organization that considers broad policy changes

Public school systems aren't in a great position to push for change because teachers, principals, and superintendents are consumed with making sure they're educating kids every day. There's little time or energy to zoom out and think about policy.

An entity like EDCo, on the other hand, can provide perspective, make connections, and help us evolve towards a better future, where all children of all colors and classes learn together in high quality schools that would make any parent proud.

Development


Tenleytown won't get 50 units of housing and a park

50-100 people won't be able to live in Tenleytown, and a major intersection won't get a pocket park and become more walkable. That's because DC's Office of Planning and some local leaders got anxious about a mixed-use building from Georgetown Day School that's shorter than another one across the street.


Rendering of the proposed residential buildings along Wisconsin Avenue. All images from Georgetown Day School / Esocoff and Associates.

GDS proposes a transformative project for Tenleytown

In June 2014, after three unsucessful attempts to redevelop a Safeway grocery store at 42nd and Davenport Streets NW, the neighboring Georgetown Day School (GDS) bought the Safeway property, a WMATA chiller plant, and a car dealership across 42nd on Wisconsin Avenue.

Despite initial fears that this would mean no chance to add retail, build much-needed apartments, and link Tenleytown and Friendship Heights, after 20 months of public meetings, GDS proposed a design that would consolidate the school and build two mixed-use buildings on the dealership property.


Plan of the GDS proposal at Wisconsin Avenue's elevation.

Since the low-rise school was much lower density than zoning would allow, GDS wanted to use a process called a Planned Unit Development (PUD) to shift density from the school, closer to single-family homes, and over to the dealership site on Wisconsin Avenue.

The project would have added 270-290 housing units, 22-29 of which would have been permanently affordable. Plus, it offered 38,500 square feet of retail, a pocket park at Elliott Street, a spectacular public staircase, and a 42nd Street redesigned with state-of-the-art traffic calming features.


Traffic calming on 42nd Street. The school is at the left and the mixed-use buildings at right.

The only complication: The zoning would have to be changed from a lower-density commercial zone, C-2-A, to a slightly denser one, C-2-B. The same change was successfully made across the street in 1999, for a project called Tenley Hill. That project's penthouse is actually 7'6" higher than these buildings would have been.

You can read the full PUD submission and an amendment.

The project gets positive reviews but some "height-itis"

Reactions to the project among community members were mostly positive, but two groups of neighbors expressed concern about the scale of the project, "Neighbors of GDS" and the "Wisconsin Avenue Gateway Group," whose leaders live in the Tenley Hill building. Supporting GDS's project were the longstanding smart growth group Ward 3 Vision and a new group called "Revive 3E," which formed to specifically focus on what members felt was obstruction in the local Advisory Neighborhood Commission, ANC 3E.

The ANC repeatedly expressed support for upzoning of the site, but dithered over whether the package of amenities and mitigation was adequate, demanding an detailed Transportation Management Plan, including a request that no new vehicle trips arrive at the site. The ANC's chair, Jon Bender, openly questioned whether alternative arrangements could fit more residential uses onto the school site.

The big sticking point, however, was the height of the buildings. The zoning change would have let both buildings rise 80 feet from Wisconsin Avenue. Because 42nd Street is down a steep hill, one would have been 86'3" on 42nd Street and the other maxed out at 97'4" adjacent to GDS's high school building.


Height of the school (left), north residential building (center), and across Wisconsin (right).

Office of Planning blocks the project

This week, there was a new surprise: DC's Office of Planning also took issue with the height.

To do a Planned Unit Development, a property owner first applies to the Office of Planning, which then recommends, or doesn't recommend, DC's Zoning Commission "set it down" for a hearing. As GDS's head wrote in a letter to the Northwest Current, OP expressed opposition to setting down the current proposal.

Why the Office of Planning opposed the project is not public knowledge. Once a project is set down, the Zoning Commission schedules a hearing and OP, as well as other city agencies, file public reports with their comments. But because of OP's opposition, the school withdrew this version of its plans.

Some housing and the park are gone

GDS now wants to go forward with fewer floor on the southern building and two fewer on the northern one. It's not even the first height reduction. Critics of the project had asked for a 65-foot nominal height and GDS compromised from the original height, cutting two stories off last fall. Now, the building will be as short as critics requested.

Because of the loss of revenue from three floors, GDS can't afford some of the big-ticket benefits that brought in community support: the pocket park at the north end, the special public space finishes, and the traffic calming measures on 42nd Street.

It's still a fine project, but had the first submitted design been accepted, it would have made Tenleytown one of the most complete urban designs in the city, crossing the work and play of multiple generations of Washingtonians in a single space.

More importantly, this second reduction means a loss of another 50 potential apartments. On a micro-level, that's unfortunate in an area that has a large student population but few small apartments, leading many students to live in group houses that could otherwise hold families with kids. It also reduced the density that can support small businesses and restaurants. On a macro scale it's just another opportunity increase the aggregate amount of housing in the city, lost to the tastes of a vocal minority.

Sure it's only 50 here, but 50 at the next one, and so on, contributing to a deficit across the city. If the 2006 Comprehensive Plan is what's keeping this site from an appropriate level of density, then it's failing. If OP is talking of the need to build shelter for a growing city and reduce automobile use, but disqualifies GDS' modest mixed used density, then the talk of two biggest issues the city faces is just a gesture devoid of substance.

Education


Eliot-Hine, a DC middle school, is falling apart

Katelyn Hollmon, a student at Eliot-Hine Middle School, cried when she testified before the DC Council last year, saying she and her classmates shouldn't have to attend a school that reminds them of the homeless shelter where several of her friends live. "Just because we're kids doesn't mean we don't have rights... It is not enough to believe in us. You must invest in us also," read her testimony.


All photos by Heather Schoell.

We often look at investments in education in terms of expenditures per student and academic program. But there's another key piece of the puzzle: the poor condition of our school facilities.

Over the last decade, Capitol Hill's Eliot-Hine Middle School has struggled. Enrollment and test scores have declined, but so has the building itself. Film blocks its windows, preventing natural light and fresh air from entering classrooms, and making it difficult to open them in case of an emergency. The heating system is full of dust and dander, and makes the classrooms so unbearably hot that the school has to turn on its air conditioning as soon as the heating system goes on in the fall. And that leads to another problem: Noise from the A/C units makes it too loud for teachers and students to communicate.

According to the District, many of these problems don't exist. In 2008, as a part of the "school blitz" associated with the merger of Eliot Middle School and Hine Junior High School, Eliot-Hine was allocated $8 million for new windows and additional work was done throughout the building. According to DGS data used by the DC Council to prioritize capital spending in the Fiscal Year 2016 budget, the condition of Eliot-Hine was rated "good," the same rating as neighboring Stuart-Hobson MS, which recently completed a $40 million renovation.

Last spring, after proposals to further delay the modernization of Eliot-Hine came forward, the community stepped up. Social media was filled with photos of restrooms with trash bags covering urinals, broken doors, and mold. Local ANCs wrote letters and the community spoke out at District Council hearings. Despite these efforts, the Eliot-Hine modernization was, again, delayed, this time to FY2019 and FY2020 (meaning construction will end on August 31, 2020).

However, the Mayor heard residents and the District took immediate action. Last spring, restrooms got repairs and ceilings and radiators were painted, among other repairs.

Still, many underlying conditions persist and other promised improvements—science labs, new furniture, and new technology in classrooms—have yet to be completed.

"Eliot-Hine is old and falling apart," Malia, a 4th grade student who attends one of Eliot-Hine's feeder elementary schools told the DC Council Education Committee last year. "Half the toilets don't work. I don't like using the bathrooms there; they are too disgusting to use."

Underlying problems are resurfacing. Ceilings are again damaged and mold is returning. The heating and A/C systems continue spread years of accumulated mold, dander, and dust. Rodents continue to infest the building.

And it's not like the community isn't aware, nor is the problem that it doesn't care. Over Spring Break, a group of parents, with the support of the Capitol Hill Community Foundation, organized the Eliot-Hine Extreme Bathroom Makeover, where they cleaned, painted, and put up mirrors in two restrooms.

Just last week, Eliot-Hine asked the community for help with preparing the facility to host Watkins Elementary next school year while its building is torn down and replaced.

DC can have safe, smart, and healthy schools for all students

The most disappointing part of the story of Eliot-Hine is that billions of our tax dollars have been spent and countless students still attend inadequate facilities. Across the District there are more than 20 schools that have not been renovated, and others, like Eliot-Hine, that fail to provide even the basics for our students. Last summer, the DC Auditor released a report stating that the District's school modernization program lacks accountability, transparency, and basic financial management.

In short, we have failed our students and our taxpayers.

While we can rehash the poor decisions of the past, it is more important that as we move forward we make our first priority that all school facilities (1) comply with applicable safety codes, (2) have adequate heating, air conditioning, acoustics, lighting, ventilation, and meet other basic needs, and (3) meet basic academic programming requirements. Furthermore, decisions about where our District's school modernization dollars are spent must be made in partnership with the community and our decision-makers must be held accountable.

Moving forward at Eliot-Hine

In late March, Mayor Bowser announced her plan to pump an extra $220 million into school modernization over the next two years as part of a $1.2 billion plan. The Mayor announced that her office will be using more realistic cost estimates and that 98 of the District's 112 schools will be modernized by 2022. This is progress, but it still leaves crucial community involvement and transparency out of the planning process.

On March 1st, DCPS and DGS convened a School Improvement Team (SIT) for Eliot-Hine (of which I am a member). Our government agencies came to the first meeting of the SIT with a proposal for a 480 student facility that incorporates space for Eliot-Hine's Radio/TV course, expanded music programming, and various other amenities at a price tag of approximately $30 million. While nearly everyone in the community would be pleased with this outcome, this process fails to address the problems with school facilities planning.

Since reaching an enrollment of 348 students during 2011-2012, Eliot-Hine's enrollment has plummeted to a projected 188 students for 2016-17. Given the continued growth of our District's public charter sector, as well as enrollment projections provided to the Maury ES SIT, as that feeder of Eliot-Hine prepares for an expansion, that state "students in 4th and 5th grade will continue to utilize the lottery to access PCS and DCPS alternatives rather than continue to Elliot-Hine MS," it is unclear how Eliot-Hine will return to these old enrollment figures. Even if Eliot-Hine meets these projected enrollment numbers, it will mean that there is still a great deal of under-utilized space within the facility.

Planning cannot happen in a vacuum. Rather, we must engage the community, per the recommendations of the Advisory Committee on Student Assignment, to "secure input into the studies on school capacity, utilization and attendance zones." I believe we must also determine if there are additional amenities that the broader community can use. At Eliot-Hine, this could mean lending the second gymnasium to neighborhood elementary schools that lack a full-sized gym or for school-wide performances; a new 9th grade academy for Eastern High School, which is nearing its building capacity; a partnership with the DC Youth Orchestra, Challenger Center for Space Science Education or another organization that serves students from across the District; or co-locating with a charter school. The possibilities are endless and should be discussed.

The fact that the Mayor and Council seem to be much more focused on the school modernization capital budget is a positive sign, but major concerns about out-year projects remain. A number of questions remain, especially in terms of community input. The process should begin with community input and the District's leaders should develop plans that include specifics for each school and the broader community of schools. Only then should architects develop a budget that will fulfill those plans and meet all relevant educational specifications. Without comprehensive community planning on the front end, the District's school modernization budget will continue to be largely a shot in the dark. We can and must do better for our students.

If you want to get involved in the school modernization process, you can testify before the District Council at the DC Public School and Department of General Services FY2017 Budget hearings on April 14 and April 22 respectively.

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