D.C. Mun. Regs. tit. 10-A, § 716
716.1 Washington, DC is making progress toward improved educational outcomes, but the District continues to face serious challenges with respect to literacy, high dropout rates, low test scores, truancy, and unsatisfactory student performance. By 2017, the number of adults in the District lacking high school diplomas or equivalents had declined from nearly 75,000 in 2005 to just over 48,000. However, job seekers without a high school diploma significantly and persistently outnumber employment opportunities at that educational level, which contributes to increased economic vulnerability among residents with the lowest levels of educational attainment. Looking forward, one of the District's most significant economic development opportunities will be to improve its educational system to ensure that District residents obtain the skills necessary to secure and keep good jobs, especially in high-growth occupations.
716.2 This opportunity includes higher education, which is required for many of the best paid career pathways. In order to increase economic equity, the District and its educational stakeholders must continue to close the literacy and education gaps that have inhibited many residents from attaining higher levels of educational attainment and obtaining many of the District's plentiful good-quality jobs.
716.3 As noted in the Educational Facilities Element of this plan, the District's public schools have implemented extensive reforms to improve curricula and upgrade learning environments. Still, more far-reaching efforts are needed to create a supportive environment for learning outside the classroom, including strengthening services for families and resources for parents. Early childhood learning and development are critical, ensuring that the District's youngest residents have healthy, stimulating, and supportive preschool years. It is also important to support adult learning and higher education programs that create pathways to opportunity, including those that can empower older residents to increase their skills and education to better connect with workforce opportunities. In order to adequately support curricula updates and student needs, extensive reforms must continue to prioritize the progress of at risk and the most vulnerable students.
716.4 In addition to strengthening basic curriculum and improving teacher quality, the District will support further efforts by the DC Public Schools (DCPS) and public charter schools to create career-oriented curriculum. As of 2017, DCPS has launched 19 Career Education Programs in 16 high schools. The programs provide distinct learning experiences, in some cases through business sponsorships, and give students a fast track into their chosen career. They emphasize achievement and performance, and encourage students to actively apply their skills and talents.
716.5 Although the work environment in Washington, DC is perpetually changing, it appears certain that living-wage jobs in all industries will require higher skill levels in the future than they have in the past. The District’s share of jobs requiring postsecondary education is among the highest in the nation at 70 percent, which is expected to increase to 76 percent by 2020. Conversely, positions requiring only a high school diploma currently represent 22.6 percent of the District’s jobs, compared to 40 percent at the national level. These educational characteristics are similar to the region’s occupational breakdown; the District’s workforce development programs can also help increase residents’ competitiveness for jobs regionally.
716.6 The District’s evolving economy requires increasingly advanced skills and knowledge, such as computer literacy, social media communications, and data analysis. Developing and implementing a 21st century workforce curriculum will be essential to meet these requirements. Although it may take years to completely close the Washington, DC’s educational gap, the District and all of its workforce development partners are committed to a more comprehensive and integrated workforce preparation system moving forward. This will require more resources for adult education, certificate and associate programs, a strong UDC, related workforce programs, and tighter integration and coordination with DCPS and DC public charter schools, enhanced by public-private partnerships with colleges and universities, as well as resources for K-12 schools.
See the Educational Facilities Element for additional policies and actions related to providing higher education facilities in every ward, including in Wards 7 and 8.
Continue collaborative efforts with the DCPS and DC Public Charter School Board to improve the quality of public education, increase graduation rates, and improve basic competency and skill levels among District youth. Every District child must have a safe and productive learning environment that promotes academic and personal achievement.
Engage employers to develop curriculum and preparation for school programs designed to result in a career upon graduation. These efforts must include input from industry leaders regarding curriculum design and program validation at both magnet and traditional schools.
Support the continued contributions of colleges and universities in providing career-building opportunities for District residents, including literacy and job training programs, as well as professional certificate and two-year degree programs. The District will strongly support the UDC as a public institution of
higher learning, a place of continuing education, and a ladder to career advancement for District residents.
See the Educational Facilities Element for additional policies and actions related to UDC and improving access to higher education.
716.10 Policy ED-4.1.4: Adult Education Support adult education and workforce development, career, and technical training for unskilled adult workers of all ages. Continue to innovate with programs that blend adult education and basic skills remediation with occupational skills and work experience.716.11 Policy ED-4.1.5: Learning Outside the Classroom Support greater opportunities for learning and student achievement outside the classroom, including tutoring and mentoring programs by the District's major employers, nonprofits, and volunteers, and a full array of after-school programs.716.12 Policy ED-4.1.6: Agency Coordination Expand collaboration between Washington, DC's education, human services, juvenile justice, and workforce development agencies to better serve the District's youth, reduce barriers to employment, and connect students with education and training opportunities that align with career pathways.716.13 Policy ED-4.1.7 Interjurisdictional Professional Licensing Agreements Encourage and support professional licensing boards/commissions to adopt interjurisdictional agreements that enable workers licensed in domestic jurisdictions other than the Washington, DC to reasonably obtain licensure to work in the District.716.14 Policy ED-4.1.8 Recognition of International Professional Credentials Provide support to professional licensing boards/commissions for establishing equivalency between District licensing standards and foreign credentials. This support enables the District's professional licensing boards/commissions to more easily credential foreign workers.716.15 Action ED-4.1.A: Master Education Plan Support implementation of a Council-approved Master Education Plan and the DC Public Schools Strategic Plan to improve the performance of Washington, DC schools and the expanded capacity of all District youth to successfully join the future workforce and access career pathways.716.16 Action ED-4.1.B: Expanded Youth Services Expand collaboration between Washington, DC's education, human services, juvenile justice, and workforce development agencies to better serve the District's
youth, reduce barriers to employment, and connect District students with education and training opportunities that lead to career-track employment. Expand the DOES year-round jobs program and other job center services to effectively serve youth customers. In addition, continue to support the Marion Barry Summer Youth Employment Program for youth and young adults up to 24 years of age.
716.17 Action ED-4.1.C: Partnerships for Outside-the-Classroom Learning Track the outcomes of mentoring, internship and tutoring programs offered by the District's institutional and nonprofit organizations to better understand where there may be duplication and where there may be gaps. Gather qualitative feedback, in addition to quantitative program results, directly from mentees, interns or program attendees to receive first-hand accounts on the needs for these programs.
716.18 Action ED-4.1.D: UDC Certification as a Training Provider Encourage UDC to be fully certified to provide workforce development training that will help more District residents gain the qualifications required to reach career pathways.
716.19 Action ED-4.1.E: Expand Job Center Services for Youth Expand DOES job center services to effectively serve youth customers. These expanded programs will help increase youth employment and long-term participation in the labor market.
SOURCE: District of Columbia Comprehensive Plan Act of 1984, effective April 10, 1984 (D.C. Law 5-76; 31 DCR 1049 (March 9, 1984)); as amended by District of Columbia Comprehensive Plan Act of 1984 Land Use Element Amendment Act of 1984, effective March 16, 1985 (D.C. Law 5-187; 32 DCR 873 (February 15, 1985)); as amended by District of Columbia Comprehensive Plan Amendments Act of 1989, effective May 23, 1990 (D.C. Law 8-129; 37 DCR 55 (January 5, 1990)); as amended by District of Columbia Comprehensive Plan Amendments Act of 1989 NCPC-Recommended Amendments, and Closing of Public Alleys in Square 669, S.O. 88-452, Act of 1990, effective May 23, 1990 (D.C. Law 8-132; 37 DCR 2213 (April 6, 1990)); as amended by District Government Land Use Temporary Amendment Act of 1994, effective October 1, 1994 (D.C. Law 10-190; 41 DCR 5360 (August 12, 1994)); as amended by Comprehensive Plan Amendments Act of 1994, effective October 6, 1994 (D.C. Law 10-193; 41 DCR 5536 (August 19, 1994)); as amended by District of Columbia Comprehensive Plan Act of 1984 Land Use Amendment Act of 1994, effective March 21, 1995 (D.C. Law 10-235; 42 DCR 30 (January 6, 1995)); as amended by Technical Amendments Act of 1996 effective April 18, 1996 (D.C. Law 11-110; 43 DCR 530 (February 9, 1996)); as amended by Second Technical Amendments Act of 1996 effective April 9, 1997 (D.C. Law 11-255; 44 DCR 1271 (March 7, 1997)); as amended by Comprehensive Plan Amendment Act of 1998, effective April 27, 1999 (D.C. Law 12-275; 46 DCR 1441 (February 19, 1999)); as amended by Technical Amendments Act of 1999, effective April 12, 2000 (D.C. Law 13-91; 47 DCR 520 (January 28, 2000)); as amended by Comprehensive Plan Amendment Act of 2006, effective March 8, 2007 (D.C. Law 16-300; 54 DCR 924 (February 2, 2007)); as amended by Technical Amendments Act of 2008, effective March 25, 2009 (D.C. Law 17-353; 56 DCR 1117 (February 6, 2009)); as amended by Comprehensive Plan Amendment Act of 2010, effective April 8, 2011 (D.C. Law 18-361; 58 DCR 908 (February 4, 2011)); as amended by Comprehensive Plan Amendment Act of 2021, effective August 21, 2021 (D.C. Law 24-20; 68 DCR 006918 (July 16, 2021)).