Posts Tagged ‘Schools’

Who Impacts Washington D.c. Schools?

December 25th, 2009
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As nation’s capitol, and one of the countries most watched districts, the Washington D.C. Schools are at the forefront of controversy and change. Declining enrollment, voucher programs, and curriculum changes, have all been hot topics in Washington D.C. Schools over the past few years. One of the benefits of attending school in the capitol city is that it’s where decisions are made.

Two of the biggest players in determining what Washington D.C. Schools experience are the American Educational Research Association (AERA) and the Center for Educational Policy (CEP). According to its mission statement AERA is “a national research society, [that] strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.”

Located in D.C. the organization is comprised of over 25,000 educational researchers, professors and educational think tanks. The research performed by AERA and the reports they publish impact the Washington D.C. schools on many different levels. One way is through their association with the CEP.

The CEP is also a D.C. based advocate for public schools. Recently Jack Jennings, president and CEO of the Center, received the 2007 AERA Distinguished Public Service award. Jennings earned the honor because of the research and application of school reform issues and policies the center provides. Teachers and administrators of Washington D.C. Schools appreciate the CEP for helping both parents and professional educators make sense of the various opinions of public school success and needs.

Many of the topics that the Washington D.C. Schools struggle with, like exit exams and racial gaps, are unraveled and examined by Jennings’ organization. Washington D.C. Schools have to face the realities of the No Child Left Behind Act and its implications. The CEP has tackled that issue, which is impacting every public school in the nation.

School reform issues tend to be largely influenced by politics at both a local and national level. For Washington D.C. Schools, they are caught in the crossfire of both. As local leaders strive to meet needs with initiatives like the Master Education Plan that overhauled curriculum standards, and the Master Facilities Plan that is bringing buildings up to code, having a local think tank evaluating their steps can be helpful. Washington D.C. Schools are watched closely by some of the most knowledgeable and experienced educators in the nation.

Jennings experience prior to founding the CEP included serving as general counsel for the US House of Representatives’ committee on Education and Labor where he participated in debates about the Vocational Education Act and the Individuals with Disabilities Act. He is also the founding editor of Education Week and Teacher Magazine.

Washington | Posted by admin

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The Mayor’s College Fair Provides Tuition Assistance for Washington D.c. Schools

September 14th, 2009
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The Mayor’s College Fair

The Mayor’s College Fair brings together a variety of programs available for the Washington D.C. schools and their students preparing for college tuition costs. This event takes place on September 15, 2006 and provides information about a variety of college tuition assistantship programs. Students in the Washington D.C. schools are encouraged to attend the Mayor’s College Fair in order to learn more about the special programs open to them as Washington D.C. students.

The Mayor’s College Fair is being held for the first time this year as part of the Washington D.C. schools’ effort to coordinate the various assistantships available to graduating seniors as well as provide a public forum for discussing and disseminating this information. Hopefully, this will become an annual event at the beginning of each school year as a new class of seniors looks forward to the joys and burdens of financing a college education. This meeting will hopefully provide a structure for students in Washington D.C. schools seeking guidance about financial aid programs and packages available for Washington D.C. students.

The D.C. Tuition Assistance Grant Program

One program that has promised great potential in aiding Washington D.C. school graduates pay for college is the D.C. Tuition Assistance Grant Program (DCTAGP). This program has been going on since 2000 and provided over $100 million towards the education costs of DC residents attending college. This program covers the difference between instate and out of state tuition, up to $10,000 per year for qualified applicants. The grant can be extended over six years at any public college or university nationwide. In addition, there are limited funds available for students attending private colleges in the Washington D.C. area as well as two year community colleges nationwide.

The D.C. Leveraging Educational Assistance Partnership Program

The D.C. Leveraging Educational Assistance Partnership Program (DCLEAP) provides $1500 annually to those Washington D.C. school residents who show financial need. This award can be used at any accredited university nationwide. These funds are intended to be used to fill the gaps in a student’s financial aid package and cover many of the costs other than tuition that many students face when paying for books, housing, etc. This program is designed to help Washington D.C. school residents to find the extra help that they need to make ends meet while in college.

The D.C. Adoption Scholarship Program

The DC Adoption Scholarship (DCAS) provides up to $10,000 a year for post-high school education and training of District of Columbia children who were adopted through DC’s Child and Family Services Agency, and/or children who lost one or both parents in the terrorist attacks of September 11th, 2001. These funds are meant to help lower the financial burden to those who lost their parents due to the terrorist attacks and now must take the burden of paying for college on themselves. The grants are targeted toward those members of the community most affected by the attacks as well as keeping community awareness high about the continued impact that the attacks have had on the United States.

Washington | Posted by admin

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Washington DC Schools Improves Its After-School Program

September 13th, 2009
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The Wallace Foundation Invests $8 Million in Washington DC Schools

Washington DC Schools after schools and out of school programs are getting a boost from the nonprofit DC Children and Youth Investment Trust Corporation and The Wallace Foundation. The DC Children and Youth Investment Trust Corporation is works to increase the quality, quantity and accessibility of services for children, youth and families in the Washington DC area. The DC Children and Youth Investment Trust Corporation is responsible for giving funds to community organizations for out-of-school time programs, youth entrepreneurship programs, and early childhood development programs and parent centers. The DC Children and Youth Investment Trust Corporation has recently received the promise of $8 million from The Wallace Foundation for Washington DC Schools after school programs. The Wallace Foundation is a national foundation that aims to support the ideas and practices that expand learning and enrichment opportunities. The Wallace Foundation currently lists its three goals as: strengthening education leadership to improve student achievement; enhancing out-of-school learning opportunities; and expanding participation in arts and culture.

The Wallace Foundation’s Learning in Communities

Washington DC Schools were chosen to be apart of The Wallace Foundation’s Learning in Communities initiative. Learning in Communities strives to develop comprehensive methods for learning in and organizing after school programs that have very high standards. The Learning in Communities initiative has begun in three Washington DC Schools middle schools, Charles Hart Middle School, Kelly Miller Middle School, and Lincoln Middle School. The program currently serves around 600 students but the plan is to expand the program to all middle schools in the Washington DC Schools. The Learning in Communities initiative has help to establish high quality activities outside of the school day; after school, on weekends, and during the summer.

The Learning in Communities, guided by the DC Children and Youth Investment Trust Corporation, has created partnerships with Washington DC mayor’s office, Washington DC Schools, leaders, local universities, private foundations, parents, and the community. This partnership is now aiming to add an additional $8 million to the $8 million that has been donated by The Wallace Foundation. This partnership also aims to institute employee volunteers to act as mentors or tutors starting in the 2006-2007 school year.

The Learning in Communities initiative is starting in middle schools in Washington DC Schools due to national educational research that has indicated that middle school age children are the best group to help from failing later. The research shows that middle school students who have one or more of the following risk factors are less likely to graduate from high school. The four identified risk factors are failing English, failing math, poor behavior, and truancy. Middle school students in the Washington DC Schools often must deal with added obstacles, such as living below the poverty line, having limited English proficiency and high truancy rates. Washington DC Schools now have more than 150 programs that serve at least some middle-school students but the Learning in Communities initiative aims to put an after school program in every middle school in the Washington DC Schools. The Learning in Communities initiative will improve Washington DC Schools after school and summer programs by connecting the programs, producing diverse quality programs that fit children’s needs, developing better standards for training providers, and creating a database that will allow officials to match children with after-school programs.

Washington | Posted by admin

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What Can the Washington Dc Schools Teach Us?

August 31st, 2009
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A mix of political power and extreme poverty, the Washington DC Public Schools face a struggle that epitomizes the state of education in this country. While the elite and affluent live in the best districts, or send their children to private schools, many students in the Washington, DC Schools function in poverty and need.

Why does this matter? The discrepancy between the haves and have-nots in the Washington, DC Schools mimics that which has led to the glaring racial achievement gap in the country. Recently, studies reporting on the gap percentages in all states have gotten a lot of attention. Also, reports on the correlation between income and achievement have received a lot of press. Although I don’t think any jaws are dropping; the question for Washington, DC schools isn’t if poverty leads to low achievement, it’s what to do about it.

Methods in the Washington, DC Schools

The initiatives that the Washington, DC Schools implement are an important barometer for the rest of the schools in the country. If efforts work, they will be duplicated. If they fail, it is a cause for concern, and considered a waste of money. Vouchers are one big issue. Due to declining enrollment in the Washington, DC public schools, and a desire to offer school choice to low-income students, a federal program offering $7,500 school vouchers was offered to needy students in the Washington, DC Schools.

Not everyone is fond of this method because they are afraid it will actually encourage more students to leave the Washington, DC Schools for charter or private schools. Many feel this could degrade the quality of the system. Ironically, this is the same concern when affluent and educated families leave the public school system. The Washington, DC Schools loose both per pupil funding and the most involved parents when this happens. Vouchers may exacerbate the situation.

However, this may be just the thing to motivate schools to improve. Just like in business, competition can be a good thing.

Needed Construction in Washington, DC Schools

Washington, DC Schools are also a mirror to the nation is in terms of adequate space and buildings. As old schools deteriorate, the district is challenged to renovate them. Recently, this became a focus of the district. 120 schools are either being renovated or built at this time. Part of the effort involves reconfiguring these Washington, DC Schools for better efficiency. For instance, feeder 6-8 middle schools are being put on campuses with the appropriate high school. The location of administrative offices and special education facilities are being reconsidered to make better use of the space, and to better meet the children’s needs. Other districts around the country are following the results of these changes closely. The successes and failures of the Washington, DC Schools will have consequences felt by a lot of students in the nation.

Washington | Posted by admin

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Washington D.c. Schools Seek Spots for All

August 22nd, 2009
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Washington D.C. Schools experienced an uneven distribution of student enrollment in 2006. Public school population declined in a rapid trend for the past ten years as they Washington D.C. Schools lost more students to the private schools and voucher programs. The vouchers allow participants to enroll in private schools and the funding pays for $7,500 worth of fees and tuition. The D.C. Public School District was alarmed and made efforts to corral their remaining students. Washington D.C. Schools’ officials received increased salaries, many of them making more than $150,000 dollars annually. These pay raises have been questioned by local publications. In response to the questions, the schools district’s media strategist claims that the raises were necessary to ensure the best leadership for Washington D.C. Schools.

Many Washington D.C. Schools’ parents wanted an extension of the voucher programs, due to their effectiveness and cost saving strategies. However, the consensus seems to be that vouchers would be more effective if they encompassed all of Washington D.C. Schools’ students. The solution seems to lie in the funding. As it stands currently, the vouchers are federally funded, saving the Washington D.C. Schools an incredible amount of money each year. If the vouchers become locally funded, the Washington D.C. Schools would save less money, but would increase school choices for students.

The troubled Washington D.C. Schools are going through other changes. Efforts have been made in the arena of educational overhaul. As recently as last year, the superintendent set a new list of standards for all grade levels to meet, referred to as the Master Education Plan. There was an emphasis placed on math time, reading time, and science time every day in the classrooms of Washington D.C. Schools. Additionally for high school students, community service and mathematical requirements were annexed to the curriculum. These new rigorous courses and high standards were enacted in an effort to maintain Washington D.C. public school enrollment. The Washington D.C Schools’ superintendent is competing against tantalizing vouchers. Because students decide to go private through vouchers in middle school, these grade levels face the most overhauls. The superintendent is attempting to unify all Washington D.C. middle schools. A reconfiguration of grades will affect the standard k-5, 6-8, and 9-12 grade progression throughout all schools.

In addition to the improvement of existing Washington D.C. school curriculum, a new initiative called for the construction of 20 new schools and the updating of more than 100 school buildings currently in operation. This Master Facilities Plan and is coupled with the Master Education Plan. The Master Facilities Plan also organizes high schools on single campuses, moves system administrative offices to excess school buildings, joins feeder middles schools to high schools with similar academic emphases, and improves the special needs programs for students currently enrolled in nonpublic Washington D.C. Schools.

Washington | Posted by admin

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