In response to these problems, the D.C. Council (the legislative branch of  the D.C. government) approved the 2007 Reform Act, which significantly  altered the governance of the D.C. public schools. The new  facilities office is responsible for modernization and maintenance of D.C.  public schools. Early Initiatives Are Focused on Broad Management Reforms and Establishing a Foundation for Long- Term Improvements

The early efforts to improve D.C. public schools have focused largely on  broad management reforms and other activities that lay the foundation for  long-term improvements, such as developing new data systems, a school  consolidation plan, academic priorities, and improving school facilities. Management reforms included the transfer of many functions from DCPS  to the new offices of state superintendent and facilities. According to  District officials, moving state-level education and facility functions out of  DCPS should give the Chancellor more time to focus on issues that  directly affect student achievement. Furthermore, moving state functions  out of DCPS is intended to allow more effective oversight of the District’s  education programs. The management reforms also included specific  human capital initiatives, such as new central office personnel rules and  new systems for evaluating central office and state employee performance  that are designed to improve office efficiency. Prior to the Reform Act, there was no  clear separation of funding, reporting, and staffing between local and state  functions within DCPS. The Reform Act also created a new facilities office to improve the  conditions of DCPS school facilities. Other Activities, Such as Developing New Data Systems, a School Consolidation Plan, and Academic Priorities, Have Begun to Lay the Foundation for Long-Term Improvements

Both the state superintendent’s office and DCPS are working to improve  their data systems to better track and monitor the performance of  students, teachers, and schools. In February 2008, DCPS completed its preliminary school consolidation  (closing) plan that identified over 20 schools for closure over the next  several years in an effort to provide more resources to the remaining  schools. The director of the  office told us that he found that school heating and plumbing systems  were inoperable, roofs leaked, and floors needed replacing. In addition, he  told us that many schools were in violation of District fire codes with exit  doors locked from the inside for security. To address the backlog and ongoing facilities needs, the new office  undertook several programs this summer and early fall. D.C. Mayor Has Begun to Develop a Framework for Accountability

The Mayor and education officials have introduced a performance-based  process designed to establish accountability for their school reform  efforts. This process includes weekly meetings to track progress and  accomplishments across education offices and annual performance plans  for these offices, including the D.C. Department of Education’s plan. The Deputy  Mayor for Education told us that the department reviews the individual  annual performance plans of education offices to ensure they are aligned  and not working at cross-purposes. While developing a long-term strategic plan takes time, it is useful for  entities undergoing a major transformation, such as the D.C. public school  system. A strategic plan, and the process of  developing one, helps organizations look across the goals of multiple  offices and determine whether they are aligned and connected or working  at cross-purposes. Conclusions

The problems in the D.C. public school system are long-standing. Without a plan that sets  priorities, implementation goals, and timelines, it may be difficult to  measure progress over time and determine if the District is truly achieving  success. Given that leadership changes, a  strategic education plan would provide a road map for future district  leaders by explaining the steps taken, or not taken, and why. Recommendation to the Mayor of the District of Columbia

To help ensure the long-term success of the District’s transformation of its  public school system, we recommend that the Mayor direct the D.C.  Department of Education to develop a long-term districtwide education  strategic plan.
Why GAO Did This Study

In response to long-standing problems with student academic performance, the condition of school facilities, and the overall management of the D.C. public school system, the D.C. Council approved the Public Education Reform Amendment Act of 2007 (Reform Act). The Reform Act made major changes to the operations and governance of the D.C. public school system, including giving the Mayor authority over public schools, including curricula, personnel, and school facilities. While other large urban school districts have transferred governance of schools to their mayors, D.C. is unique because it functions as both local and state offices for many education responsibilities. GAO's testimony focuses on (1) the status of the District's efforts to reform its public school system, and (2) what the District has done to establish accountability for these efforts. To address these issues GAO reviewed documents, interviewed District education officials and interviewed principals from nine D.C. public schools.

What GAO Found

The early efforts to improve D.C. public schools have focused largely on broad management reforms and other activities that lay the foundation for long-term improvements to the D.C. public school system. The broad management reforms included the transfer of many functions from D.C. public schools (DCPS) into the new office of the state superintendent, which could allow for more effective oversight of the District's education programs. Prior to the Reform Act, there was no clear separation of funding, reporting, and staffing between local and state functions. A new facilities office was also created to improve the conditions of DCPS school facilities. Moving state-level education and facilities functions out of DCPS is intended to give the head of DCPS, called the Chancellor, more time to focus on issues that directly affect student achievement. The management reforms also included specific human capital initiatives such as new DCPS central office personnel rules and new systems for evaluating central office and state-level employee performance. In addition, both the State Superintendent and the Chancellor are working to improve their data systems to better track and monitor the performance of students, teachers, and schools. DCPS also completed its school consolidation plan that identified over 20 schools for closure over the next several years. In addition, the school facilities office is working to address the backlog of repairs. The director of the facilities office told us that he found that school heating and plumbing systems were inoperable, roofs leaked, and floors needed replacing. In addition, he said many schools were in violation of District fire codes. To address the backlog and ongoing facilities needs, the new office undertook several repair programs this summer and early fall. The D.C. Mayor and education officials have introduced a performance-based process designed to establish accountability for their school reform efforts. This process includes weekly meetings to track progress and accomplishments across education offices. In addition, the Mayor's office required agencies to develop and follow annual performance plans. D.C. Department of Education officials told us that they review the individual performance plans of District education offices, such as DCPS and the state superintendent's office, to ensure they are aligned and not working at cross-purposes. However, the department has yet to develop a long-term districtwide education strategy that could integrate the work of these offices, even though it included the development of such a strategy in its 2007-2008 performance plan. While developing a strategic plan takes time, it is useful for entities undergoing a major transformation, such as the D.C. public school system. A strategic plan helps organizations look across the goals of multiple offices and identify if they are aligned and connected or working at cross-purposes. Without a plan that sets priorities over time, implementation goals, and timelines, it may be difficult to measure progress over time and determine if the District is truly achieving success. In addition, given that leadership changes, a strategic plan would provide a road map for future District leaders by explaining the steps taken, or not taken, and why.