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Agenda

1. Welcome and Opening
• Call to order
• Announcement of quorum
• Message from the Co-Chairs
• Community share-out
2. Governance and Operations
• 2026 Membership
4. Director’s Report
• Overview: Ideas to projects
• Research pipeline update (general)
• Discussion on program selection for Phase 2: Career Development Opportunities for DCPS Students
• DC Bold Performance Schools
5. Next Steps and Adjournment

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Welcome and Opening�Call to Order�Announcement of a Quorum�Co-Chairs’ Welcome�Community Share-Out�

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Governance and Operations: 2026 Membership

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Collaborative Advisory Committee Members

At-large members live and/or work in the District and are active or interested members of DC’s public education community

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Institutional members are representatives of provider, practitioner, policymaker, government, and advocacy institutions and agencies

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• Office of the Deputy Mayor for Education
• Office of the State Superintendent of Education
• Council of the District of Columbia
• DC State Board of Education
• Council of School Officers
• DC Public Charter School Board

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• District of Columbia Public Schools
• Washington Teacher's Union
• DC Charter School Alliance
• Charter LEA/school leader
• DCPS school leader

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2026 Advisory Committee Membership Planning

Per Collaborative founding legislation and bylaws:

• At-large members initial terms are two years, with option of two one-year extensions (maximum of four years)
• Institutional members are appointed by their institutions to three-year terms but can be replaced, rotated, or extended to another term at-will
• Terms start in January of the calendar year (unless a member is a mid-year replacement)

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2026 Advisory Committee Membership Planning

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Director’s Report

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Director's Report

• Review/Overview: Ideas to projects
• Research pipeline update (general)
• Discussion on program selection for Phase 2: Career Development Opportunities for DCPS Students
• DC Bold Performance Schools

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Stay in touch, learn more, and spread the word

• Visit our website and subscribe for updates: www.dceducationcollaborative.org
• Follow and interact with the DC Education Research Collaborative on LinkedIn
• Forward (broadly, and with purpose) Collaborative emails and invitations
• Email: edcollaborative@urban.org or dshaw@urban.org with spotlights and news

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Ideas to Projects

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Review/Overview: Ideas to Projects

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To become a project, ideas need the same elements, but each element can come from different sources.�

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To be developed into research projects, ideas must meet the following criteria:

• Topic must inform a guiding question in at least one focus area of the Collaborative’s research agenda and address the anti-racism and equity focus areas of the research agenda
• Project must arise from a demonstrated or articulated need of the DC education community
• Once the answers to the research questions are known, the answers must have the potential to directly inform practice or decision-making
• Project must have a practitioner or provider partner
• The findings of all projects must be public, and projects must also be communicated directly to practitioner and provider partners
• Researchers must consult the Advisory Committee when designing the project, when there are interim findings, and prior to publication
• Projects must have a clear, practical plan that uses accessible existing data (or have a feasible plan for collecting new data)
• Research Council member(s) must have the interest, expertise, ability, and capacity to conduct the work
• Projects must have the potential to be supported with new or existing resources aligned to our funding principles
• Projects and researchers must uphold the Collaborative’s core values of collaboration, equity, independence, quality, relevance, and transparency

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Pipeline Overview

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Research Pipeline: Current Projects

• Career development opportunities available to DCPS students: 2024-2028
• Funding: IES R305N240059
• PI/Co-PI: Dara Shaw (Urban), Yesim Sayin (DCPC), Rebecca Johnson (Georgetown)
• Research questions:
• What career development opportunities are available to DCPS students?
• What are the locations, components, goals, outcomes, budgets, and management of CDOs?
• How are CDOs distributed throughout the city, and what barriers to access are present?
• Data: DCPS student data, new data collection
• Status: Completing Phase 1; selecting program for in-depth study (Phase 2)
• Equitable discipline and student conduct: 2024-2027
• Funding: IES R305B240025
• PI: Rachel Perera (Brookings)
• Research questions:
• What are levels and trends in exclusionary discipline at the school level?
• How do levels and trends compare across student groups?
• How are school characteristics related to levels, trends, and disproportionality in exclusionary discipline?
• Data: OSSE student data
• Status: Data preparation and analysis

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Research Pipeline: Current Projects

• School demand and enrollment: 2025
• Funding: Flexible research funds (EdForward, Clark Family Foundation, city)
• Research lead: Kristin Blagg (Urban)
• Research questions:
• What are different ways “demand” can be quantified and measured?
• What are the characteristics of schools that are most “in demand”?
• Data: EdScape (DME), OSSE public data
• Status: Pre-publication code check and external review
• Attendance and school characteristics: 2025
• Funding: Flexible research funds (EdForward, Clark Family Foundation, city)
• Research lead: Jay Carter (Urban)
• Research questions:
• What are different ways “good” or “better than predicted” attendance can be quantified and measured?
• What are the characteristics of schools with “good” or “better than predicted” attendance?
• Data: EdScape (DME), OSSE public data
• Status: Final writing after Advisory Committee input on preliminary findings

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Research Pipeline: Current Projects

• School transfer, grade repetition, and attendance: 2026
• Funding: Funding: Flexible research funds (EdForward, Clark Family Foundation, city)
• PI: Seth Gershenson (American)
• Research questions: How does changing schools or repeating a grade impact student attendance?
• Data: OSSE student data
• Status: Data transfer agreement
• Predictors of college success: 2026
• Funding: Funding: Flexible research funds (EdForward, Clark Family Foundation, city)
• Research lead: Kristin Blagg (Urban)
• Research questions: What can be observed about students in early high school that can predict whether they are likely to successfully enroll in and complete postsecondary education?
• Data: OSSE student data
• Status: Data transfer agreement

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Research Pipeline: Potential Projects

• K–8 Mathematics Practices and Results in Washington, DC, Charter Schools: 2026-2027
• Funding (proposed): MIT Charter School Research Collaborative
• Research questions:
• What programs, trainings, and tools do charter schools use?
• How do charter schools select their math programs, trainings, and tools?
• Data partner: EmpowerK12
• Status: Proposed for funding

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Discussion on program selection for Phase 2: Career Development Opportunities for DCPS Students

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Overview

Today we will cover:

• Phase 1 update: descriptive landscape of all Career Development Opportunities available to DCPS students
• Phase 2 preview: in-depth study of one Career Development Opportunity
• Discussion to guide selection of the Career Development Opportunity to study in Phase 2. We want to study a program that:
• Is relevant to you and the students/communities you represent
• Is linked to the goals and needs of DC's students/communities
• Will generate findings and recommendations that you and others can act on

GOALS

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Phase 1: Describing Career Development Opportunities Available to DCPS Students (2024-2026) Overview

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Phase 1: Describing Career Development Opportunities Available to DCPS Students (2024-2026) Upcoming Schedule

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Phase 2 (2025-2028): In-Depth Study of a Single (TBD) CDO

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Phase 2 program selection: What we hope to learn today

Today, we're asking for Advisory Committee feedback on (1) features or goals of CDOs, (2) general types of CDOs, and (3) any specific CDOs that you think should be studied.

Why study a CDO?

• To improve experiences and outcomes for students and educators
• To understand the what, who, how, and why behind program outcomes
• To continue, expand, or modify programs that align with student success (or to convince others that programs should be continued, expanded, or modified)
• To ensure programs have adequate resources and supports to meet their goals
• To highlight and build on successes, and collectively and productively identify and trouble-shoot challenges

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Phase 2 program selection: What we hope to learn today

Today, we're asking for Advisory Committee feedback on (1) features or goals of CDOs, (2) general types of CDOs, and (3) any specific CDOs that you think should be studied.

(1) Example features or goals:

• Shallow and wide exposure to lots of careers; narrow focus and deep skill-building for one career or industry
• Employability skills; technical skills; industry-recognized credential
• Training for in-demand industries; exploration of interests

(2) Example general types: CTE coursework, internships, career planning, etc.

(3) Example specific programs: Advanced Technical Center, middle school CTE expo, Advanced Internship Program

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Phase 2 program selection: Remainder of October

This month, we are also:

• Consulting with DCPS + additional community stakeholders (individuals and groups) to collect feedback on questions on the previous slides
• Working with DCPS and other program sponsors to determine the logistical feasibility of studying particular CDOs. For example:
• The program has been around for a few years so we can study outcomes
• Program organizers are willing to let researchers observe and speak with educators and students
• Reviewing the available data and research to understand study feasibility, observability, and where we can be additive and not duplicate existing or ongoing program evaluations

We have already reached out to some of you for individual or group conversations (thank you!).

After the discussion today, if you have more to add or would like to schedule a similar discussion with our team (either for yourself or for your organization), please let us know!

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Phase 2 program selection: Discussion

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• Which CDO(s) goals are resonant for you and the students or communities you represent? This could be a program that:
• you see as necessary for setting students up for career success
• you see as aligned to the needs and preferences of students or the community, including education and workforce needs
• you know is working, hope is working, or think should be working (but might not be)
• Which of these specific program(s) do you want to learn more about?
• For example: to know if it’s working, how to improve it, to inform your decision-making
• Do you have anything else to share about your experience with these CDO(s)? What’s exciting about these programs? What, if anything, would give you pause about studying them?

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Thank you! ��Further feedback following this call? Reach out to us!���Dara Shaw, dshaw@urban.org �Amanda Briggs, abriggs@urban.org

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DC Bold Performance Schools

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Next Meeting:�Wednesday December 10, 4-5pm��CDO Convening:�Friday December 12, 9:30am-12pm���

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Next Steps:

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• Respond to Aysha re: continuing membership, new member recruitment
• Save the date for the convening, check your email for the invitation, and SHARE
• Look for winter releases in your inbox and SHARE
• Follow up with Dara/Amanda re: additional Phase 2 input
• Follow and interact with the Collaborative on LinkedIn
• Send potential Partner Spotlights for website or meetings to Dara

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