Early efforts to improve student achievement at DCPS have focused on improving student performance, closing underutilized and reorganizing underperforming schools, and creating and enhancing data systems. During the first 2 years of its reform efforts, DCPS implemented many initiatives to improve overall student performance, such as classroom-based initiatives to improve basic skills of students. In addition, under the No Child Left Behind Act, DCPS restructured 22 schools before the fall of 2008, after the schools failed to meet academic targets for 6 consecutive years. Finally, DCPS and the state superintendent's office are developing new ways to monitor student achievement and school performance. Specifically, a longitudinal database is being developed that is intended to allow DCPS and other key users to access a broad array of data, including student test scores.
DCPS is modifying its approach to many of these initiatives such as focusing on effective teaching as opposed to implementing disparate programs. DCPS has focused on improving the quality of its workforce by replacing teachers and principals and by providing professional development, but it has encountered challenges in effectively implementing these changes. After the 2007-2008 school year, about one-fifth of the teachers and one-third of the principals resigned, retired, or were terminated from DCPS.
However, because DCPS did not have an effective way to evaluate teacher performance, officials are uncertain if the new staff improved the quality of its workforce. DCPS is currently working on a new teacher evaluation system. In addition, DCPS introduced professional development initiatives for teachers and principals. For example, it began placing teacher coaches at schools to support teachers at their work sites. However, late decisions to hire these teacher coaches led to inconsistent implementation of this initiative during the 2008-2009 school year.
The state superintendent's office and DCPS each developed their 5-year strategic plans and involved stakeholders in developing these plans. The state superintendent plan and the DCPS draft strategic plan each contain many elements of effective plans, such as aligning short-term objectives to long-term goals. DCPS has recently increased its efforts to involve stakeholders in various initiatives; however, it has not always involved stakeholders in key decisions and initiatives. DCPS and the state superintendent's office have taken steps to improve accountability and performance. For example, both offices have started implementation of new individual employee performance management systems. However, while DCPS has taken some additional steps to improve accountability, it has not yet linked its employee expectations and performance evaluations to organizational goals to improve central office operations.
Full report:
http://www.gao.gov/new.items/d09619.pdf
62% of Registered Voters in D.C. Approve of How Rhee is Handling Her Job, Up Sharply from 55% Last Year
DC School Reform Now (DCSRN), a non-profit organization committed to education reform in the District of Columbia, released -- along with several other groups -- new polling data on voter approval of local officials.
Voters indicated strong approval for how D.C. Public Schools (DCPS) Chancellor Michelle Rhee is handling her job. With an approval rating of 62 percent, Rhee is clearly gaining in popularity among District residents, with a 7% increase over a similar poll conducted in 2008. Among DC officials, Chancellor Rhee had the highest proportion of respondents (27 percent) who "strongly approve" of her job performance.
"Its clear from this new poll that Washingtonians' support for Michelle Rhee's efforts to reform the DC public school system continues to grow," said Anne Martin, Executive Director of DC School Reform Now. "The task before her certainly isn't an easy one and it's great to see that DC residents are showing patience and enthusiasm as Chancellor Rhee works hard to rebuild our long-suffering school district which is in desperate need of revitalization."
In addition, the poll results show education has become even more of a priority for DC voters, despite the recession, than it was this time last year. A plurality of voters (29 percent) identified "K-12 education and schools" as their top priority.
"Rhee's leadership couldn't come at a better time," continued Martin. "As this new poll illustrates, District residents are tremendously concerned about the quality of education their children are receiving from the DC Public School System and desperately want to see improvements. It's clear that Washingtonians see the Chancellor's efforts as a step in the right direction."
"The Chancellor has done a great job in dealing with student achievement, although she had to face many challenges," said Terry Goings, a board member of DCSRN whose three children graduated from Coolidge High School. "Rhee's management style of holding the adults that deal with our children accountable in DCPS sends a clear message to parents and students that their concerns are first. We have a long way to go, but thanks to Rhee's hard work, we are finally making progress."
In a joint effort with DC School Reform Now, the polling results were released by the Alliance for School Choice, the Black Alliance For Educational Options (BAEO), Center for Education Reform, DC Children First, Friedman Foundation for Educational Choice, Friends of Choice in Urban Schools (FOCUS), Greater Washington Urban League, and the Heritage Foundation.
View the results of the poll here: http://dcschoolreform.org/images/pdf/forkintheroad.pdf
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