A Plan for Evaluating the District of Columbia's Public Schools From Impressions to Evidence (2011) / Chapter Skim
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4 Responses to PERAA: Initial Implementation
4 Responses to PERAA: Initial Implementation
Pages 47-62
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From page 47... ...
; and a joint one from the 21st Century School Fund, the Urban Institute, and the Brookings Institution (2008)
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A NEW STRUCTURE The scope of PERAA is quite broad. Its first eight titles lay out requirements for the governance, organization, and management of DC's public schools; the corresponding functions of a state education agency; the management and construction of educational facilities; and the creation and oversight of charter schools.
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, though the appointment has to be confirmed by the DC City Council. The chancellor's responsibilities, like those of most district superintendents, include establishing educational priorities, adopting curri
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• State academic standards Advise the state superintendent of • High school graduation requirements education on educational matters, • Standards for high school equivalence including state standards; state policies, credentials including those governing special, • The state accountability plan academic, vocational, charter, and • State policies for parental involvement other schools; state objectives; and state • Rules for residency verification regulations proposed by the mayor or the • List of approved charter school state superintendent of education. accreditation organizations • Annual "report card" required by No Child Left Behind Act • Approved list of private placement accreditation organizations Statewide Commission on Children, • Meet quarterly to discuss data and Youth, and Their Families (SCCYF)
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Public Charter School Board (PCSB) • Oversee applications for new charter To provide quality public school schools options for DC students, families, and • Provide oversight in holding schools to communities.
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STATE SUPERINTENDENT AND STATE BOARD OF EDUCATION Two provisions of PERAA address the District's unique status as a city that is not part of any state but is treated like a state for some federal purposes. PERAA calls for a new state superintendent of education to serve as the chief state school officer for the District (a general title that refers to the person in charge of public education in each state, though states may have other titles for this role)
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SLED is expected to house information that can be used to track long-term trends for students in both traditional and public charter schools. The system is expected to track information related to students' educational growth and development from early care through elementary and secondary school and into college, adult education, and career pathways.
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Most of the 1,100 issues cited in the reports related to DCPS, although some referred to the city's public charter schools and the University of the District of Columbia, see http://ombudsman.dc.gov/ombudsman/site/default.asp [accessed October 2010]
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From page 55... ...
The plan also recognizes special design and planning needs for different groups of students and student and community needs, including early childhood education, special education, school-based health services, co-location with charter schools, adult and postsecondary education, and variable enrollment levels. The head of OPEFM testified in March 2010 before the city council (Office of Public Education Facilities Modernization, 2010b)
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Others have been concerned that charter schools are at a disadvantage in securing suitable buildings in which to operate, that charter schools receive fewer public funds per student than do traditional public schools, and that the high salaries teachers in traditional schools will receive under the new Washington Teachers' Union contract will make it more difficult for charter schools to recruit and retain effective teachers (see Lerner, 2010a, 2010b, 2010c, 2010d) .6 Such questions suggest the need for evaluation of public charter schools and outcomes for students, as well as trends in enrollment patterns and the movement of students and teachers into and out of these schools.
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10-11) : 7 The members are the mayor, city council chair, public education officials, and the heads of the Department of Human Services, the Child and Family Services Agency, the Department of Youth Rehabilitation Services, the Department of Corrections, the Department of Health, the Department of Mental Health, and the Metropolitan Police Department.
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The structures and authorities established by PERAA do not seem to be completely settled at this point, however. In the context of the fiscal 2010 budget, for example, the city council and the mayor disagreed over whether to shift staff and funds from the deputy mayor's office to the State 8 These plans include the Child and Family Services Agency 2009 Resource Development Plan; the Child Health Action Plan, 2008, Department of Health; DC Public Schools Master Education Plan for a System of Great Schools; DC Public Schools Master Facilities Plan; the District of Columbia State-Level Education Strategic Plan, Fiscal Years 2009-2013; Making Student Achievement the Focus: A Five-Year Action Plan for District of Columbia Public Schools; Race to the Top Application/Implementation Plan; and the District's Workforce Development Plan.
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, and these are overseen the deputy mayor. However, under PERAA, the 9 Thecity council's Committee of the Whole is responsible for the city's annual budget and financial plan and also for matters related to public education.
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. District of Columbia Public Charter School Board.
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. Is funding of DC charter schools linked to quality?
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. District of Columbia Public Schools: Impor tant Steps Taken to Continue Reform Efforts, But Enhanced Planning Could Improve Implementation and Sustainability.
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