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Bartley, Shana; Lloyd, Adrienne; Dean, Erica; Abu-Anbar, Ruqiyyah – DC Action for Children, 2017
Building an early childhood system within the District is similar to efforts taken to complete an intricate puzzle. Imagine having to assemble a 5,000-piece puzzle without access to the box depicting its final image. The puzzle must be constructed without an organized leader by a group of people who speak different languages. Moreover, a…
Descriptors: Early Childhood Education, Shared Resources and Services, Information Management, Referral
DC Action for Children, 2017
DC KIDS COUNT tracks indicators of child well-being at the neighborhood and Ward level, so that parents, service providers, advocates and policymakers can see outcomes for children more clearly. The DC KIDS COUNT Data Tool 2.0 allows the user to explore neighborhood-level data interactively. However, because DC is organized politically by its…
Descriptors: Children, Well Being, Neighborhoods, Trend Analysis
Vance, Tim – DC Action for Children, 2016
Learning to read proficiently by the end of third grade is one of the best predictors of a student's later academic success. This policy brief analyzes school-level District of Columbia Comprehensive Assessment System (DC CAS) exam results, which are reported on a four-tiered scale: Below Basic, Basic, Proficient and Advanced. Results found that:…
Descriptors: Educational Trends, Reading Skills, Elementary School Students, Grade 3
O'Keefe, Bonnie; Arredondo-Santisteban, Gabriela; Sreekumar, Jyothis – DC Action for Children, 2014
Absenteesim is extremely high in Washington, DC public and charter schools. Chronic absenteeism increases achievement gaps, because students from disadvantaged backgrounds with high absenteeism are more likely to fall behind academically. Absenteeism among young children drastically reduces the likelihood of achieving reading and math proficiency…
Descriptors: Attendance Patterns, Public Schools, Urban Schools, Truancy
O'Keefe, Bonnie; Sreekumar, Jyothis – DC Action for Children, 2014
Absenteesim is extremely high in Washington, DC charter and public schools. Chronic absenteeism increases achievement gaps, because students from disadvantaged backgrounds with high absenteeism are more likely to fall behind academically. Absenteeism among young children drastically reduces the likelihood of achieving reading and math proficiency…
Descriptors: Attendance Patterns, Public Schools, Charter Schools, Urban Schools
Vance, Tim – DC Action for Children, 2014
For Hispanic children, the challenges of family poverty, cultural differences, and language proficiency are often interrelated and pose significant barriers to academic and personal success. The roots of the academic achievement gap are formed early in life; by age five, Hispanic children are, on average, four to five months behind white children…
Descriptors: Hispanic American Students, At Risk Students, Early Childhood Education, Early Intervention
DC Action for Children, 2012
Every city has many identities, depending on who one asks. A legislator, a police officer, a coach or a clerk might describe the same city's people, culture and reputation in starkly different terms. Washington, the nation's capital, is an international center of power, featuring stately embassies and serving as the temporary home to diplomats.…
Descriptors: United States History, Urban Areas, Neighborhoods, Children
O'Keefe, Bonnie – DC Action for Children, 2012
Analysis of DC Comprehensive Assessment System (DC CAS) scores from 2007 to 2011 found no evidence of statistically significant changes in third grade math or reading proficiency at the citywide level, among traditional public schools or public charter schools, among racial and ethnic groups or by economic advantage or disadvantage.…
Descriptors: Charter Schools, Ethnic Groups, Neighborhoods, Grade 3
DC Action for Children, 2012
Every child deserves educational opportunity and the chance to achieve, no matter his or her school, neighborhood or background. Unfortunately, large and persistent disparities in achievement among public school students in the District of Columbia indicate that all children here may not have the same opportunities. This Data Snapshot examines…
Descriptors: Academic Achievement, Achievement Gap, Educational Opportunities, National Competency Tests
DC Action for Children, 2012
This report presents indicators that are included in DC Action for Children's 2012 KIDS COUNT e-databook, their definitions and sources and the rationale for their selection. The indicators for DC KIDS COUNT represent a mix of traditional KIDS COUNT indicators of child well-being, such as the number of children living in poverty, and indicators of…
Descriptors: Well Being, Local Government, Neighborhoods, At Risk Persons
DC Action for Children, 2012
DC's prosperity will be determined by how it supports the education and well-being of its youngest citizens. The first five years of life, particularly the first three, are a time of critical human development, when the foundation for lifelong learning and success is built to last through adulthood. Nearly 33,000 children under the age of five…
Descriptors: Child Care, Young Children, Urban Areas, Educational Quality
DC Action for Children, 2012
Child well-being is important for community and economic development in the city. Young children with strong mental health are prepared to develop crucial skills that help build the basis of a prosperous and sustainable society. When DC ensures the healthy development of members of the next generation, they will pay that back through productivity…
Descriptors: Health Services, Mental Health, Children, Low Income Groups
DuPre, Mary – DC Action for Children, 2011
Over the past five years, both DC Public Schools (DCPS) and public charter schools (PCS) have seen significant growth in secondary reading and math scores on the state test known as the District of Columbia Comprehensive Assessment System (DC CAS). However, scores have not improved as much at the elementary level. Reading and math scores for DCPS…
Descriptors: Academic Achievement, Charter Schools, Standardized Tests, Educational Change
DC Action for Children, 2011
The number of substantiated cases of child abuse and neglect in the District rose by 27 percent in FY 2009. This dramatic spike came after two consecutive years of decline in the number of substantiated cases reported the D.C. Child and Family Services Agency (CFSA). In FY 2010, the number of closed, substantiated cases dropped back down to 1,691,…
Descriptors: Child Abuse, Risk, Substance Abuse, Well Being
DC Action for Children, 2011
Medicaid and CHIP are crucial parts of the social safety net, providing health insurance coverage to more than half of all children ages 0-21 in D.C. and a third of children nationally. Without these two programs, more than 97,000 children in the District would have been uninsured in 2010. New research indicates that compared with the uninsured,…
Descriptors: Health Insurance, Public Health, Medical Services, Federal Government