For over a decade, DC’s public education system was hailed as a national success story. With strong funding, leadership, and a shared vision, student achievement saw steady growth. Despite persistent achievement gaps, progress was real for nearly all learners.
Then the pandemic hit.
DC experienced some of the steepest learning declines in the nation. Despite significant financial from the federal government and Mayor Bowser, the achievement setbacks were staggering. “Two decades of educational progress have been erased,” noted The Washington Post’s Editorial Board.
Post-pandemic, learning gaps widened dramatically. While classrooms previously saw students varying by one or two grade levels, some now span three to four. Students were promoted despite unfinished learning, stretching teachers thin as they worked to meet a wider range of needs.
Despite these challenges, DC’s foundation for educational progress has proven resilient. Dedicated educators, committed public officials and continued investment in students are making a difference.
It’s all continuing to pay off.
A just-released case study by Harvard University’s Center for Education Policy highlighted DC as the most improved state since 2022. Strategic investments in high-impact tutoring, structured literacy training, and evidence-based curricula are helping students regain lost ground. The latest National Assessment of Educational Progress (NAEP) results show DC’s reading gains outpacing other urban districts, with 2024 scores in Fourth- and Eighth-grade math and reading closer to the national average than ever before.
In 2007, DC students lagged 26 points behind the national average. By 2024, that gap had shrunk to just 8 points. If this trajectory continues, DC is on track to sur the large-city average by 2026 and the national average by 2028. Among demographically and geographically comparable jurisdictions, DC achieved the highest gains between 2022 and 2024.
But while these gains are promising, deep achievement and opportunity gaps remain—especially for Black, Latino, and low-income students. As encouraging as recent improvements are, just one in three Fourth graders and barely one in five Eighth graders reached math proficiency benchmarks on NAEP.
We must do better.
To sustain and accelerate progress, we must invest in proven strategies. The DC Students Succeed Coalition outlines a roap for improvement, prioritizing math instruction, early childhood education, high school flexibility and data-driven interventions. These steps are critical, but the scale of the challenge demands even greater urgency.
Exceptional progress is possible, but it demands bold action. We must transformational work happening in schools today while also learning from other states and jurisdictions that have achieved outsized results through powerful innovation.
Reading gains are promising, but we must match them with a robust strategy for math. Innovative math design and implementation programs, similar to Kentucky’s Math Achievement Fund, are driving improvements not just in math proficiency but also in reading and student behavior. Implementing similar initiatives in DC could strengthen foundational numeracy skills and prepare students for long-term success.
Early childhood education is another key area for investment. Too many children enter kindergarten without essential numeracy skills, setting them up for future struggles. Universal kindergarten readiness assessments and expanded early numeracy resources for Pre-K teachers and families can make a difference. This work can and is being done.
For example, Waterford Upstart is an early education initiative that provides preschool-aged children adaptive learning tools, coaching, and research-backed curriculum, and has successfully prepared young learners for academic success. Scaling a similar initiative in DC could be a game-changer.
Reenvisioning high school and the graduation requirements that shape the student experience is also essential. For example, DC could allow students to waive a math credit if they demonstrate mastery by ing the state Algebra I and financial literacy assessments. Greater flexibility would allow students to pursue additional coursework in areas of ion and career relevance, making high school more meaningful and engaging. By working with local employers, higher education providers and our K12 system leaders, we can create high school experiences that engage students and provide real college and career readiness.
Alongside these bold ideas, DC should continue to invest in teacher development, strong communication with parents, structural changes within schools and the necessary infrastructure to make these innovations a reality. Standout schools in DS and innovative public charter school systems like Friendship PCS, Center City PCS, and DC Prep PCS have demonstrated what’s possible when we invest in high-quality education experiences.
DC has built a strong foundation in education and we have an opportunity to build on that success in ways that could serve as a national model. If we are serious about doing something historic to low-income Black and Latino students then DC is the place to make it happen at scale.
This is the moment to be bold, with strategic investments and for powerful innovation.
We can ensure that all DC students achieve their full potential. Let’s not waste another moment.
Bisi Oyedele is CEO of Education Forward DC, [email protected]. Josh Boots is Founder and Executive Director of EmpowerK12, [email protected]
