Anonymous wrote:

Anonymous wrote:Not the OP, but some things I'm pulling out as I do the reading that OP posted:

"On average, districts under mayoral control also focus on teachers: A greater percentage of their total staff is teachers, producing lower student-to-teacher ratios. Relative to the largest city districts, mayor-led districts have less central office staff and administrators as a percent of their total staff. This prioritization on teaching and learning might be an important factor in contributing to higher student achievement, as discussed below."

"Mayor-controlled districts have seen increases in student achievement
Although other factors are important, the ultimate measure of any change in our education system is whether it improves student learning and achievement. In Boston, Chicago, New York City, Washington, D.C., and other cities, mayoral control is associated with just that. Students saw improvements—in some cases significant improvements—on both state assessments and on the National Assessment of Educational Progress, a test administered nationally to fourth and eighth graders. Looking at the National Assessment of Educational Progress scores, for example, the percentage of Bostonian fourth graders proficient in math went from 12 percent to 33 percent—an increase of 21 percentage points—under mayoral control. Similarly, the percentage of fourth graders in Washington, D.C. that were proficient in reading went from 10 percent to 20 percent—an increase of 10 percentage points—after the city moved to mayoral control."

"Some of the most notable gains in achievement were among minority and lower-income students."

Have you looked at the central office budget in DC? Bc you are speaking in general tones about things that are not true here. Teachers are not being given additional benefits or salary due to mayoral control

Anonymous wrote:

Anonymous wrote:Not the OP, but some things I'm pulling out as I do the reading that OP posted:

"On average, districts under mayoral control also focus on teachers: A greater percentage of their total staff is teachers, producing lower student-to-teacher ratios. Relative to the largest city districts, mayor-led districts have less central office staff and administrators as a percent of their total staff. This prioritization on teaching and learning might be an important factor in contributing to higher student achievement, as discussed below."

"Mayor-controlled districts have seen increases in student achievement
Although other factors are important, the ultimate measure of any change in our education system is whether it improves student learning and achievement. In Boston, Chicago, New York City, Washington, D.C., and other cities, mayoral control is associated with just that. Students saw improvements—in some cases significant improvements—on both state assessments and on the National Assessment of Educational Progress, a test administered nationally to fourth and eighth graders. Looking at the National Assessment of Educational Progress scores, for example, the percentage of Bostonian fourth graders proficient in math went from 12 percent to 33 percent—an increase of 21 percentage points—under mayoral control. Similarly, the percentage of fourth graders in Washington, D.C. that were proficient in reading went from 10 percent to 20 percent—an increase of 10 percentage points—after the city moved to mayoral control."

"Some of the most notable gains in achievement were among minority and lower-income students."

Have you looked at the central office budget in DC? Bc you are speaking in general tones about things that are not true here. Teachers are not being given additional benefits or salary due to mayoral control

Anonymous wrote:Not the OP, but some things I'm pulling out as I do the reading that OP posted:

"On average, districts under mayoral control also focus on teachers: A greater percentage of their total staff is teachers, producing lower student-to-teacher ratios. Relative to the largest city districts, mayor-led districts have less central office staff and administrators as a percent of their total staff. This prioritization on teaching and learning might be an important factor in contributing to higher student achievement, as discussed below."

"Mayor-controlled districts have seen increases in student achievement
Although other factors are important, the ultimate measure of any change in our education system is whether it improves student learning and achievement. In Boston, Chicago, New York City, Washington, D.C., and other cities, mayoral control is associated with just that. Students saw improvements—in some cases significant improvements—on both state assessments and on the National Assessment of Educational Progress, a test administered nationally to fourth and eighth graders. Looking at the National Assessment of Educational Progress scores, for example, the percentage of Bostonian fourth graders proficient in math went from 12 percent to 33 percent—an increase of 21 percentage points—under mayoral control. Similarly, the percentage of fourth graders in Washington, D.C. that were proficient in reading went from 10 percent to 20 percent—an increase of 10 percentage points—after the city moved to mayoral control."

"Some of the most notable gains in achievement were among minority and lower-income students."

Anonymous wrote:Not the OP, but some things I'm pulling out as I do the reading that OP posted:

"On average, districts under mayoral control also focus on teachers: A greater percentage of their total staff is teachers, producing lower student-to-teacher ratios. Relative to the largest city districts, mayor-led districts have less central office staff and administrators as a percent of their total staff. This prioritization on teaching and learning might be an important factor in contributing to higher student achievement, as discussed below."


DCPS has roughly 50k students and probably three times the number of Deputys and Chiefs than Fairfax County. These stats may be true for some places, but not DCPS. The Central Office is stacked to the heavens!

"Mayor-controlled districts have seen increases in student achievement
Although other factors are important, the ultimate measure of any change in our education system is whether it improves student learning and achievement. In Boston, Chicago, New York City, Washington, D.C., and other cities, mayoral control is associated with just that. Students saw improvements—in some cases significant improvements—on both state assessments and on the National Assessment of Educational Progress, a test administered nationally to fourth and eighth graders. Looking at the National Assessment of Educational Progress scores, for example, the percentage of Bostonian fourth graders proficient in math went from 12 percent to 33 percent—an increase of 21 percentage points—under mayoral control. Similarly, the percentage of fourth graders in Washington, D.C. that were proficient in reading went from 10 percent to 20 percent—an increase of 10 percentage points—after the city moved to mayoral control."



"Some of the most notable gains in achievement were among minority and lower-income students."

Anonymous wrote:Not the OP, but some things I'm pulling out as I do the reading that OP posted:

"On average, districts under mayoral control also focus on teachers: A greater percentage of their total staff is teachers, producing lower student-to-teacher ratios. Relative to the largest city districts, mayor-led districts have less central office staff and administrators as a percent of their total staff. This prioritization on teaching and learning might be an important factor in contributing to higher student achievement, as discussed below."

"Mayor-controlled districts have seen increases in student achievement
Although other factors are important, the ultimate measure of any change in our education system is whether it improves student learning and achievement. In Boston, Chicago, New York City, Washington, D.C., and other cities, mayoral control is associated with just that. Students saw improvements—in some cases significant improvements—on both state assessments and on the National Assessment of Educational Progress, a test administered nationally to fourth and eighth graders. Looking at the National Assessment of Educational Progress scores, for example, the percentage of Bostonian fourth graders proficient in math went from 12 percent to 33 percent—an increase of 21 percentage points—under mayoral control. Similarly, the percentage of fourth graders in Washington, D.C. that were proficient in reading went from 10 percent to 20 percent—an increase of 10 percentage points—after the city moved to mayoral control."

"Some of the most notable gains in achievement were among minority and lower-income students."

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thank you!

You're welcome. Remember that you can submit written testimony - you don't have to be there in person. Written testimony can be influential if enough people speak up. You can also email your CM.

if recent experience is any indication, it is the loud minority that gets its way in DC schools.

Anonymous wrote:Thank you for this, OP. For those of us new to this issue, can you summarize what the issue is? What is the proposed new control of DCPS, if not mayoral?

Whatever it is, I'm sure it would simply add multiple new layers of administrative bureaucracy to DCPS. That alone is reason to object to any change, IMO.

Anonymous wrote:

Anonymous wrote:Thank you!

You're welcome. Remember that you can submit written testimony - you don't have to be there in person. Written testimony can be influential if enough people speak up. You can also email your CM.

Anonymous wrote:Thank you!