Data and Resources on Facilities, Enrollment
For Student Assignment Advisory Recommendations:
SBOE Report
Healthy Schools Facilities Report
SBOE Governance Report
https://sboe.dc.gov/release/state-board-releases-education-governance-report
Check out the last two recommendations about SBOE approving opening, closing and siting of schools and creating a citywide facilities board.
National Research Council 2015, An Evaluation of the Public Schools of the District of Columbia: Reform in a Changing Landscape. Washington, DC: The National Academies Press. Report supporting one entity that has more control over DCPS and charters: In particular, this conclusion and recommendation to consolidate responsibility for all public schools into one government entity solely focused on education is from the 2015 NRC Evaluation Report on pg. 201[1]:
HAVE CONDITIONS FOR LEARNING IN THE SCHOOLS IMPROVED, PARTICULARLY FOR THE STUDENTS WITH THE GREATEST NEEDS?
The conditions that should be in place to promote learning encompass many factors, including: curriculum, standards, and academic resources . . . We examined a . . . broad scope of issues that should be monitored to ensure that all students have an equitable opportunity to learn.
The committee could find very little information about learning conditions in charter schools because many types of information are not collected systematically for this sector. We found slightly more information about DCPS schools but still saw many gaps in the information needed. The limited information available to us shows evidence of efforts to improve learning conditions, but it also suggests that there are differences across student groups and wards in access to educational opportunity and the quality of the educational experience.
Of significant concern is the fact that no one entity has both the responsibility and the authority for monitoring the provision of education and supports for students, particularly those at risk for school failure, across DCPS and the charter schools. There is a need for a single entity to be responsible for this essential function for all public schools and students, DCPS and charter. To meet this responsibility, the entity in charge will need to maintain and make publicly accessible data about students with particular needs, including those with disabilities, English-language learners, students in poverty, and other groups of concern; school climate, including discipline, attendance, safety, and facilities; and academic supports for learning.
[1] National Research Council 2015, An Evaluation of the Public Schools of the District of Columbia: Reform in a Changing Landscape. Washington, DC: The National Academies Press. https://doi.org/10.17226/21743
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Capacity and Utilization Numbers by Ward for 2021-2022 for DCPS currently in Edscape. These are under review.
Lottery Preferences: LEAs have two options when selecting how they wish to implement Equitable Access:
1)Through a true preference, “Equitable Access” (Column C), which is ranked as the LEA wished within their full preference set; or
2)Through a seat set-aside, whereby the school preferences apply equally to all students and specific seats are set for qualifying students.
In this file, each participating school has been “duplicated” to distinguish the two options. For LEAs that selected the set-aside option, School Name (Column B) will have “ – Equitable Access” appended onto participating school names (e.g., [Row29: Barnard Elementary School] and [Row30: Barnard Elementary School - Equitable Access]).
Student Enrollment by Ward shows years from 2016-2017 through 2021-2022
Public School Enrollments per DCPS Boundary: 2021-22 for additional years look here
DCPS acts as the "school of right" for all school-age children in grades PK-12 who choose to enroll there.* DCPS identifies students' schools of right for PK-12 via attendance boundaries (based on the student's residence) or school feeder rights (based on the DCPS school the student last attended, which also includes programmatic feeder rights). The information in this workbook focuses just on geographic school rights and not feeder rights. In some areas of the city, DCPS grants multiple geographic rights to schools serving the same grade level because previous schools have been consolidated or closed, or more recently because implementation of updated rights have been grandfathered since the 2014 student assignment and boundary review. For instance, in School Year 2021-22, approximately 16,250 6th-8th grade public school students had a right to just one middle school or education campus based on where they lived and another 600 6th-8th grade public school students had a right to a second middle school or education campuses based on where they lived. Because some students have multiple geographic rights, the total number of grade-appropriate students that live in the boundaries will be greater than the total PK-12th grade enrollment.
Students are not required to attend their DCPS boundary school of right and may choose to enter the citywide lottery to attend a public charter school, an out of boundary DCPS school, a citywide DCPS school, an application DCPS high school, or an alternative DCPS high school. Because of this system of choice, students living in a specific DCPS boundary may attend many different schools across the city. The spreadsheet shows the current DCPS school(s) of right by geographic boundary for public school students. For each DCPS boundary, the table shows the number of grade-appropriate students that live in the boundary (based on their residence per the October audited enrollment), the number of students that attend the DCPS boundary school, and the number of DCPS and public charter schools that are attended by students living in the boundary. Also shown are the names of the schools attended by students living in the boundary and the number of students from the boundary that attend the schools (n>10). Schools where fewer than 10 students from the boundary attend school are not listed.
* PK3 and PK4 students are not required to attend school until age 5; therefore, PK3 and PK4 students are offered an in-boundary preference to their neighborhood DCPS school in the common lottery. Students do not have a right to their neighborhood school until they reach compulsory age. For more information about this process see the My School DC lottery. For additional information about enrollment patterns, please visit the DME's EdScape at https://edscape.dc.gov/page/enrollment-patterns-index. For specific questions, contact Jennifer Comey at jennifer.comey@dc.gov.
Resources from Performance Oversight on Organization and Questions
OSSE Point of Contact Organizational Chart 2022
OSSE Responses to Fiscal Year 2021 Post-Hearing Performance Oversight Follow-up Questions
Additional Resources for Planning
DC COME BACK PLAN: https://static1.squarespace.com/static/59cebe6ff09ca495d3b4a940/t/63bc296a9eb5c344a3b4d39e/1673275755220/DC%27s+Comeback+Plan_Full1923.pdf
DCPS Strategic Plan Engagement Review all of the input that has been submitted for the next DCPS strategic plan. https://dcpsstrong.com/strategic-plan/
Open Meetings Requirements for DCPS and Charter Schools - OMA video for DCPS/Charter schools. DC LSAT OMA training video
Educator Workforce
DC Library Strategic Plan
https://www.dclibrary.org/strategicplan
Department of Parks and Recreation Ready to Play draft strategic plan
Office of Planning Demographic Data Hub- https://opdatahub.dc.gov/
EDSCAPE - Education Planning Landscape https://edscape.dc.gov/
ESSER DASHBOARD https://osse.dc.gov/page/lea-esser-dashboard
Department of General Services Plans on Sustainability, Climate and Clean Energy
https://dgs.dc.gov/page/policies-and-reports