Section 10-A716. ED-4.1 LINKING EDUCATION AND EMPLOYMENT

 

716.1The District continues to face serious challenges with respect to literacy, high dropout rates, low test scores, and poor student performance. In 2005, the District’s State Education Office reported that 37 percent of the District’s residents functioned at or below a third-grade reading level. Nearly 75,000 District adults lacked a high school diploma or equivalent. Many of these individuals do not possess the skills that District jobs require—as a result, non-residents acquire most local jobs and residents do not. Looking forward, one of the District’s most significant economic development challenges 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. The city’s literacy and educational deficiencies pose perhaps the greatest obstacle of all to achieving the vision of a more inclusive city. 716.1

 

716.2As noted in the Educational Facilities Element of this Plan, the District’s public schools are in the midst of extensive reforms to improve curricula and upgrade the learning environment. More far-reaching efforts may be needed to create a supportive environment for learning outside the classroom, including strengthening services for families and resources for parents. Early childhood learning is also critical, ensuring that the city’s youngest residents have healthy, stimulating, and supportive pre-school years. 716.2

 

716.3In addition to strengthening basic curriculum and improving teacher quality, the District will support further efforts by the Board of Education and Public Charter School Boards to create vocational and magnet schools. Through its Career Technical Education Department, DCPS has already launched 12 career academies in its senior high schools. The academies 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. 716.3

 

716.4Although the work environment in the city 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. Notably absent from the list of high growth occupations are those that simply require a high school diploma or equivalent. The District’s share of jobs requiring post-graduate education is already triple the national average (9.9 percent compared to 3.3 percent). Conversely, positions requiring only a high school diploma currently represent 41 percent of the District’s jobs, compared to 55 percent at the national level. 716.4

 

716.5It is clear that the District’s “new economy” is bringing with it new skill and knowledge requirements. Developing and implementing a 21st century workforce curriculum will be essential to meet these requirements. Although it may take years to completely close the city’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, and the University of the District of Columbia, public-private partnerships with colleges and universities, as well as resources for our K-12 schools. 716.5

 

See the Educational Facilities Element for additional policies and actions related to educational facilities including the desire for an east of the Anacostia River higher education campus.

 

716.6Policy ED-4.1.1: Educational Improvements

 

Continue collaborative efforts with the District of Columbia Public Schools and DC Charter School organizations to improve the quality of public education, reduce the drop out rate, and improve basic competency and skill levels among District youth. Every District child should be guaranteed a safe and productive learning environment that promotes academic and personal achievement. 716.6

 

716.7Policy ED-4.1.2: Career-Oriented Curriculum

 

Encourage the DC Public Schools and Public Charter Schools to continue to provide career magnet campuses, such as McKinley Technology High School and Marriott Hospitality Charter School. District government will advocate on behalf of its residents for expanded vocational training within its public schools. 716.7

 

716.8Policy ED-4.1.3: Certification and Associate Programs

 

Support the continued contributions of colleges and universities in providing career-building opportunities for District adults, including literacy and job training programs as well as professional certificate and two-year degree programs. The District will strongly support the University of the District of Columbia (UDC) as a public institution of higher learning, a place of continuing education, and a ladder to career advancement for District residents. 716.8

 

See the Educational Facilities Element for additional policies and actions related to UDC and improving access to higher education.

 

716.9Policy ED-4.1.4: Adult Education

 

Increase and more effectively target resources for adult education and workforce development, vocational training, and technical training for unskilled adult workers. 716.9

 

716.10Policy 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, non-profits, and volunteers; and a full array of after school programs. 716.10

 

716.11Policy ED-4.1.6: Agency Coordination

 

Promote collaboration between the District’s education, human services, juvenile justice, and workforce development agencies to better serve the city’s youth, reduce barriers to employment, and connect District students with education and training opportunities that lead to successful employment. 716.11

 

716.12Action ED-4.1.A: Master Education Plan

 

Support implementation of the Master Education Plan by the DC Public Schools to improve the performance of District schools and the expanded capacity of DC youth to join the future workforce. 716.12

 

716.13Action ED-4.1.B: Vocational School Development

 

Support the conversion of at least five surplus DC Public School campuses to magnet or vocational high schools by 2010, with programs that prepare students for careers in the fastest growing sectors of the regional economy. 716.13

 

716.14Action ED-4.1.C: Expanded Youth Services

 

Expand the youth services functions of the DC Workforce Investment Council, including the federal job corps program, the Mayor’s Youth Leadership Institute and Summer Training Program, the DC Children and Youth Investment Trust Corporation, and the Passport to Work summer employment program. 716.14

 

716.15Action ED-4.1.D: Youth Training Strategic Plan

 

Develop a strategic plan to determine needs, overall direction, and critical long and short-term actions for the development of youth training programs targeted to the needs of local business. 716.15

 

716.16Action ED-4.1.E: Partnerships for Outside the Classroom Learning

 

Track the mentoring and tutoring programs offered by the city’s institutional and non-profit organizations to better understand where there may be duplication and where there may be gaps. 716.16

 

716.17Action ED-4.1.F: Retaining College and University Students Post Graduation

 

Establish programs to retain graduating university students as employed District residents. This could include placement programs to match students with employment opportunities in the city, loan forgiveness, and other programs to encourage graduates to live and work in the city. 716.17

 

Tutoring and mentoring programs support learning and achievement outside the classroom.

 

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The provisions of Title 10, Part A of the DCMR accessible through this web interface are codification of the District Elements of the Comprehensive Plan for the National Capital. As such, they do not represent the organic provisions adopted by the Council of the District of Columbia. The official version of the District Elements only appears as a hard copy volume of Title 10, Part A published pursuant to section 9a of the District of Columbia Comprehensive Plan Act of 1994, effective April 10, 1984 (D.C. Law 5-76; D.C. Official Code § 1 -301.66)) . In the event of any inconsistency between the provisions accessible through this site and the provisions contained in the published version of Title 10, Part A, the provisions contained in the published version govern. A copy of the published District Elements is available www.planning.dc.gov.