Earlier this month, we attended the State of D.C. Schools 2023-2024 report release event that shared a systemwide overview of public education in the District of Columbia.[1] The event was attended by school leaders, policymakers and community advocates who are dedicated to shaping the future of education in the District of Columbia. Prepared by the D.C. Policy Center, the six annual State of D.C. Schools report showed modest gains in student learning and attendance but improvements in student enrollment and educator workforce retention. As compared to national assessments, academic recovery has been slow across D.C. student groups and grade bands with attendance improving but lower than pre-pandemic school years. The report found small gains in college and career readiness outcomes and included a spotlight on the Advanced Technical Center (ATC), a citywide opportunity for D.C. students to access Career and Technical Education (CTE) courses in preparation for high-wage, high-skill careers. The latest report also underscored the evolving role of schools, and progress made in helping students and families meet their needs including improving safety in schools and access to mental health support. Schools serve as more than just academic institutions, they provide students with essential resources such as nutritious meals, socialization, structure, and mental health support that contribute to their overall well-being.

In January 2025, the 2024 Nation’s Report Card was released showing that learning gaps in reading and mathematics remain for students coming out of the pandemic and gaps are worsening for students who were the most behind including those who were chronically absent, missing 5 or more days of school over the school year.[2] Compared to the 2022 report, average scores for mathematics improved in grade 4, but reading comprehension declined for grades 4 and 8. In our region, reading comprehension was overall unchanged, however grade 4 mathematics performance improved in the District of Columbia and Maryland with no significant changes in Virginia. Since the 1960s, the National Center for Education Statistics (NCES) has collected and analyzed data on education across the country, which has been used by policymakers and the public to measure academic success, teacher productivity and crime and safety in schools, among other topics.

Established in 1980, the U.S. Department of Education’s mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. Both federal and state governments play crucial roles in the public education system in the United States. The state government manages the day-to-day operations, while the federal government provides support through funding, national programs and policy recommendations. The state also controls curriculum standards and teacher certification, while federal authorities oversee education emergencies and offer financial assistance to school districts. Most of its budget is spent on financial aid for low-income families, grants for school improvement and funding for special education programs for children with disabilities.[3]

Earlier this month, the U.S. Department of Education announced it was cutting nearly half of its workforce, prompting questions about what the layoffs would mean for students, teachers, and the future of federal education programs. The cuts include eliminating the NCES, which issues congressionally mandated test called National Assessment of Education Progress or the Nation’s Report Card, which could make it harder to understand what is needed to improve our education system.[4] ​Last week, ​President Donald Trump signed an executive order to facilitate the closure of the Education Department and return education power to states to aims to help get funding to states in a more cost-efficient way.[5]

As the pandemic recovery efforts may take multiple years to show results, there is a need to access recovery strategies to help schools and community partners move the needle on student education outcomes. As public health professionals, we understand the vital need for data to develop policies and plans that support individual and community health improvement efforts.

Children’s National is a school-friendly health system (SFHS) that is actively working to ensure all children achieve optimal health and reach their full academic potential. We recognize that education is a critical social determinant of health and addressing health needs is essential to effective educational outcomes. The SFHS awareness principle states that health systems are committed to being familiar with, and responsive to, the culture, policies and needs of the school systems and student populations they serve. Supporting our education partners in collecting and sharing student, school level and district data is important to our mission so we can help all children thrive.

[1] State of D.C. Schools, 2023-24

[2] The Nation’s Report Card

[3] What does the Department of Education do? | USAFacts

[4] Education Department cuts agency that measures student performance

[5] President Donald J. Trump Empowers Parents, States, and Communities to Improve Education Outcomes