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OVERVIEW OF ONE CITY SUMMIT Today, you and your fellow citizens will provide input to
OVERVIEW OF ONE CITY SUMMIT
Today, you and your fellow citizens will provide input to the Mayor and the District government on how to
make One City more of a reality. In doing so, you will ensure that decision-makers hear the voices of average
citizens and that government initiatives receive input from those who will be most affected.
A
growing economy challenges us to determine whether we can use prosperity to provide benefits for all Dis-
trict residents, especially for those that face the greatest barriers. To become more of One City means to heed
a
higher calling and to look to this great and historic city to become a symbol of pride for the whole nation.
How Will These Discussions Fit Together?
You will look closely at recent progress toward “One City” and the long-term challenges that still face us. You
will also look more in depth at four important initiatives:
1. Diversifying and Growing our Economy;
2. Early Success: Thriving in the First Years;
3. Educating Our Youth for the Economy of Tomorrow; and,
4. Aligning Residents’ Job Skills with Our Growing Economy.
The thread through each discussion today will be, “how can we become more of One City?” We start by
examining the economic engine of D.C. and the magnet for growth that it has become. Without growth
and a resilient economy, it will be difficult to realize our vision, especially in an era of fiscal restraint. Next
we will address the needs of our youngest citizens, followed by how schools ensure our children acquire the
skills they need for our future economy, and, finally to those searching for work in our changing economy.
We will examine how our families, schools, businesses, community organizations, and our government can
work together to build One City.
Let’s roll up our sleeves and figure out how to make One City a reality!
HOW WILL THE DAY WORK?

HOW WILL THE DAY WORK?

HOW WILL THE DAY WORK? Facilitated Table Discussions. You will be seated with a group of
HOW WILL THE DAY WORK? Facilitated Table Discussions. You will be seated with a group of

Facilitated Table Discussions. You will be seated with a group of D.C. residents to discuss plans and policies the District has developed, and to provide comments and recommendations. A trained facilitator at your table will keep the conversation moving and, importantly, make sure every voice at the table is heard. A note-taker will record the conversation on a computer.

Discussion Guide. This discussion guide has helpful background information on the issues that will be discussed today and lists the questions you will be asked. You will have time to read each issue section before the discussion takes place.

Keypad Voting. Throughout the day, you will use the keypads on your table to answer questions and vote on your preferences. You will see the results of the voting on the large screens and will know right away how everyone in the room feels about these issues.

Theming. Notes from your table conversations will be transmitted electronically to a team of people who will review them, pull out common themes, and summarize them. You will see this information on the large screens, and it will be used to help make final recommendations.

One City Summary Report. Before you leave today, you will get a preliminary report of the Summit’s recommendations. In a few weeks, a more detailed report on the events of the day and the recommendations will be available.

events of the day and the recommendations will be available. AmericaSpeaks is a non-profit organization located

AmericaSpeaks is a non-profit organization located in Washington D.C. and will be the facilitator of today’s event. AmericaSpeaks plays a unique role in the policymaking process by serving as a non-partisan convenor of forums that engage citizens in governance.

WHY ONE CITY?

WHY ONE CITY?

WHY ONE CITY? Because the District has Changed Over the Past Ten Years: The District of
WHY ONE CITY? Because the District has Changed Over the Past Ten Years: The District of

Because the District has Changed Over the Past Ten Years:

The District of Columbia is at a key crossroads. Although it’s a city that is always changing, never has the change come so fast and across so many dimensions. Some of these facts and statistics are widely known and are being discussed in local cafés, barbershops, and in our living rooms. While many of these changes are positive and helping to push the city in a positive direction, there are still many challenges to overcome. Today’s conversation will begin to discuss some solutions to these challenges that will bring us closer to being One City.

Significant Population Growth of 46,000 since 2000: The District’s population has grown from

572,000 in 2000 to 618,000 by late 2011. Ward 2 experienced the greatest growth with more than 11,000 new residents. Seventeen thousand new residents arrived in the last fifteen months alone, and population is expected to increase to over 670,000 by the end of 2020.

Forecasts for Population and Employment Growth D.C. 2010-2025

2010 2015 2020 2025 Population 601,723 652,066 671,410 693,983 Empolyment 783,460 824,967
2010 2015 2020 2025 Population 601,723 652,066 671,410 693,983 Empolyment 783,460 824,967

2010

2015

2020

2025

2010 2015 2020 2025 Population 601,723 652,066 671,410 693,983 Empolyment 783,460 824,967

Population

601,723

652,066

671,410

693,983

Empolyment

783,460

824,967

872,196

903,822

Changing, Diverse Population: D.C.’s African-American population decreased by more than 38,000 from 2000 to 2010; Hispanics increased to 9.1% (~12,000 new residents) and Asians to 4.2% (~8,000 new residents) of the District’s population. The Caucasian population grew by approximately 50,000.

District of Columbia Total Racial Population 2000 2010
District of Columbia Total Racial Population
2000
2010

Changes in Family Income: Wards 1-6 saw increases in average family income from 2000 to 2010, with Wards 6 (36%) and 1 (27%) having the biggest percentage increases. Average family income decreased in Wards 7 (down 7.3%) and 8 (down 4.4%).

Increase in Percentage of People with College Degrees The District’s population over the age of

25

with at least a college degree increased from 39% to 50%.

Homicides Down Significantly: Homicides have declined in the past decade from in 242 in 2000 to a new 50-year low of 108 in 2011.

Pre-Kindergarten Enrollment: In 2011, the District ranked #1 in the U.S. in Pre-kindergarten enrollment, with more than 9,500 3-and-4 year olds enrolled in school-based, pre-kindergarten programs (up from 4,500 in 2000).

School Modernization: 12 full school modernizations have been completed since 2007, 5 more are currently underway and others are in the pipeline.

Growth of Charter Schools: The percentage of D.C. public school students attending charter schools increased from 10.8% in 2001 to nearly 40% in 2011.

New Housing: Almost twice as many new residential units were built from 2001-2011 than in the previous

20

years. Downtown/Mt. Vernon Square, Shaw/Logan Circle, Columbia Heights, Near Northeast, Near

Southeast/Navy Yard all saw significant increases in new housing.

 

Increases in Development and Growth: Penn Quarter, NoMA, U Street, Capital Riverfront and Columbia Heights are among the neighborhoods that experienced the most development.

From Control Board to Balanced Budgets/A+ Rating: Due to recurring unbalanced budgets and

increasing deficits, a “Control Board,” established by the U.S. Congress, oversaw the finances of the District from 1995-2001. The Board had the power to override decisions by local elected officials. Today, the District now oversees its own finances, has just received notice of its fifteenth consecutive balanced budget, and has an A+ rating from Standard and Poor’s.

has just received notice of its fifteenth consecutive balanced budget, and has an A+ rating from
has just received notice of its fifteenth consecutive balanced budget, and has an A+ rating from
has just received notice of its fifteenth consecutive balanced budget, and has an A+ rating from

And The District Has Much to be Proud of and Build Upon:

1st in average household incomes ($111,000) among the nation’s 17 largest metro markets

The #1 retail market in the United States in 2009 and 2010

The 2nd Strongest (US) Economy for 2010 and rated in the top 3 for the last seven years

The 4th best city for quality of living in the United States and the best city in the Mid-Atlantic Region

The #1 relocation choice for young professionals

1st among metro areas for the largest number of fastest-growing private companies in America

1st in the world for foreign real estate investment; 2nd for US long-term real estate markets

Yet We Need to Address Some Critical Challenges that Persist to Become One City

Unemployment: As of December 2011, Wards 2 and 3 have the lowest unemployment rates (5.0% and 2.6% respectively). Wards 7 and 8 have the highest (16.7% and 24.8% respectively). The overall unemployment in the District stands at 10.4%.

High School Graduation Rates: For the latest data available (2009), the high school graduation rate in the District was approximately 51.6%.

Illiteracy: Approximately 19% of District adults are functionally illiterate.

HIV/AIDS: The District has an infection rate of 3.2% (for adults and adolescents), far higher than the national rate although comparable to U.S. cities of the same size.

Disparities in Per Capita Income: DC has wide disparities of per capita income – more than $60,000 per year in Wards 2 and 3, and under $20,000 per year in Wards 7 and 8.

Children Living in Poverty: In 2010, Wards 7 and 8 had the highest percentage (29.3% and 35.5%, respectively) of children under age five living in families at or below 200 percent of the federal poverty level; Wards 3 and 4 had the lowest percentages, at 2.1 percent and 11.9 percent respectively.

Obesity Rates: As of 2007, Wards 2 and 3 had the lowest adult obesity rates (12.5% and 11.7% respectively) while Wards 7 and 8 had the highest (39.9% and 41.9% respectively)

Budget Challenges: An uncertain economy and the specter of significant federal budget cuts have created a challenging and unpredictable budget climate. The District heads into FY13 facing potential budget cuts, and over the longer term, two of the biggest budget areas (Medicaid and health care) are growing far faster than the rate of inflation.

 

So, What Does One City Mean?

One City means that by choosing to live in the District of Columbia, we share the same civic destiny. We share a yearning to live in a progressive, prosperous, equitable, inclusive city. We choose to live here not because we fear difference; we choose to live here because we value it – because we know that living in a vibrant, multicultural city makes us better people, thereby creating a better city.

One City is an aspiration, a commitment to working towards Dr. Martin Luther King’s elusive “Beloved Community” where no one group is favored over another, where everyone has a fair chance to succeed, where no one pays more or less than their fair share, where everyone moves forward together, and where everyone makes progress.

One City means a place where every resident:

Participates in a diverse, thriving economy with equality of opportunity

Lives in a safe neighborhood free from crime

Accesses quality public or public charter schools no matter what neighborhood he or she lives in

Enjoys a high quality of life that includes access to quality healthcare, recreation, transportation, and retail choices in every ward of the city

Finds affordable housing options throughout the city in ways that advance the racial and economic diversity we cherish

Receives a solid return on investment and high-quality customer service from their government

Lives in the most environmentally sound, sustainable city in the world

Has a voice that counts – including a vote in Congress

in the most environmentally sound, sustainable city in the world Has a voice that counts –
in the most environmentally sound, sustainable city in the world Has a voice that counts –
in the most environmentally sound, sustainable city in the world Has a voice that counts –
DIVERSIFYING AND GROWING OUR DISTRICT ECONOMY PURPOSE OF THIS DISCUSSION : To provide input on
DIVERSIFYING AND GROWING
OUR DISTRICT ECONOMY
PURPOSE OF THIS DISCUSSION : To provide input on four strategies
to create a diversified District economy that is balanced and
sustainable.
How this will help create One City: A more diverse economy gives the city resilience in economic
downturns and provides a more robust set of opportunities for D.C. residents. By reducing dependence on
the federal government and focusing on sectors with growth potential and renewing our neighborhoods, we
will distribute benefits throughout the whole city:
Growth of the city economy provides greater fiscal stability, puts surplus land back on the city tax rolls,
and increases our ability to reduce unemployment and poverty.
New job and business sectors create a variety of benefits to neighborhoods through increased vitality,
talented entrepreneurship, and more amenities such as restaurants, groceries, arts, and recreation.
Increased income and revenues generated through wages and spending will reverberate through the
local economy and services.
Overview: The goals of the District’s economic diversification strategy are to strengthen its economy by:
sustaining core industries, attracting new and diverse industries, accommodating future job growth, fostering
the success of small businesses, revitalizing neighborhood commercial centers, improving resident job skills,
and helping a greater number of District residents find and keep jobs in the District and the Washington
regional economy.
Although over the past decade the District has seen substantial job growth, real estate development,
and improvement across an array of economic measures, these improvements have not been experienced
universally in the city; economic indicators point to growing geographic disparities, with areas in Northeast
and Southeast, particularly disadvantaged. Challenges around education, income, unemployment and poverty
continue to hamper the District’s ability to take advantage of economic opportunities at the regional level.
The District acts as the center of the regional economy, providing a hub of employment and business
opportunities not just to District residents, but also to regional residents. With less than 60% of the District’s
land on the tax rolls, a robust and diverse economy is also critical to the fiscal stability of the city. Economic
development initiatives must explore ways to sustain the District’s core industries while leveraging them to
attract new businesses and jobs

Competitive Advantages

The District is part of a region that has enjoyed steady growth in jobs and has been a bright spot in a nation coming out of a major recession. The District serves as the region’s hub attracting top talent, new residents, and businesses because of our emerging status as a national model for investing in livable, walkable, transit- rich neighborhoods. Our competitive advantages include:

Regional Magnet: D.C. has access to the greatest number of potential employees in the region (and offers the most choices in getting there – walk , bike, train, highway, subway and bus, with streetcars to come). D.C. employers can attract workers from throughout the region to this central location.

High Levels of Education: The Washington region has the best educated population in the nation, and the District itself is among the top 10 cities for new college graduates.

Quality of Life: The District has great business amenities and high quality of life. For those that locate in the District, proximity to the federal government, access to public transportation, a growing walk and bike culture, the city’s world class restaurants, entertainment, cultural and performing arts amenities, school choice and a lower carbon foot print are all advantages.

Center of Innovation: With 100,000 college and university students, more than a dozen universities and several hundred government and private-sector research institutions, D.C. hosts an increasingly active base of innovators and entrepreneurs.

A Haven for New Entrepreneurs: The District has a burgeoning technology and entrepreneurial sector.

A Growing Technology Base: Tech companies, including a growing number of start-ups, are changing D.C.’s traditional business profile (there are now approximately 2,000). As these firms (e.g., LivingSocial) take root in D.C., there is a ‘snowball effect’ in making the city increasingly more attractive to talent.

Targeted Incentives: Through programs like D.C. Tech Incentives and the Supermarket Tax Exemption, the District is attracting employers in prioritized sectors.

A Large and Stable Base of Employment: Overall, through the combination of a strong federal presence and other large existing sectors, we have a broad base of skilled and entry level jobs that pay reasonable wages.

Competitive Disadvantages

High Business Costs: The cost of doing business is higher in D.C. than in the suburbs because of higher income, property taxes, and other regulations.

High Rent: D.C.’s office rents are higher partially due to market forces and tax rates (D.C.’s tax rate is 30%- 85% higher, and D.C.’s market values are 20%-50% higher).

Unaffordability of Housing: With growing demand for housing at every level in the city, prices have begun to climb again.

Public Schools: The public school system is seen as a disadvantage, and improving the educational attainment of District residents remains an ongoing challenge.

Late Start in Attracting Industries: For many desirable sectors of the regional economy, our neighboring jurisdictions have a big head start in creating industry clusters, such as those around bio-tech, telecommunications, defense, and many others that have virtually no presence in the District today.

Many local CEOs have historically chosen to live in the wealthy suburban neighborhoods of the region, and have selected corporate locations convenient to their residents; however, this is beginning to change and many of the CEOs of new companies in the region are calling D.C. home.

How Do You Diversify a Local Economy? While many factors for diversifying the economy are
How Do You Diversify a Local Economy?
While many factors for diversifying the economy are outside the control of local leaders, there are initiatives
that the city and its partners can undertake to accomplish this goal, such as targeting sectors, revitalizing
neighborhoods, promoting entrepreneurship and small business development. Moreover, focusing on the
job skills and workforce needs of growth businesses provides a win-win for businesses and for residents.
Four Key Strategies for Economic Growth and Diversification
STRATEGY #1: GROW EXISTING SECTORS
Grow existing sectors with significant potential to diversify the economy. Significant growth
comes from expanding sectors of the D.C. economy that have comparative advantages and potential for
diversification, e.g., health care and hospitality industries. These have the potential to become a strong and
stable force in the economy for years to come.
STRATEGY #2: ATTRACT NEW, INNOVATIVE SECTORS
Bolster our reputation as a center for innovation and a magnet for high tech start-ups. D.C.
has quickly become a center for new talent, innovation and business formation in the past decade. We need
to highlight and promote this unusual concentration of sought-after “creatives” as well as the livability
amenities that attract them and new businesses.
STRATEGY #3: PROMOTE OPPORTUNITIES IN NEIGHBORHOODS
Actively promote business and job opportunities in emerging and existing neighborhoods.
Work with partners to coordinate new retail and mixed use development and promote these neighborhoods
by providing highly valued infrastructure, cultural, recreation, and retail benefits.
STRATEGY #4: INVEST IN SUSTAINABILITY
Encourage initiatives that enable long-term growth around sustainability and investments
with multiple benefits. We need to link business growth with the multiple benefits that accrue from
more effectively managed infrastructure (e.g., stormwater management, low impact development); energy
efficiency and the retrofit of existing buildings; waste management and recycling; diversifying transportation
choices; producing renewable energy and other initiatives.
The Bottom Line for Creating One City: Increase the number of new jobs created as a
result of district initiatives, the number of district residents that fill new job openings, and
the new District tax revenue generated.

STRATEGIES FOR DIVERSIFYING AND GROWING D.C.’S ECONOMY

STRATEGY

ACTIONS

SIGNATURE PROJECTS

POSSIBLE MEASURES

Strategy #1:

Identify 7-10 business sectors that promote diversification. Examples:

Science and engineering jobs in the Capitol Riverfront district clustered around USDOT and the Navy Yard.

Growth of jobs in targeted sectors;

GROW EXISTING

SECTORS

Technology, Hospitality, Federal Government/Contractors, Health Services, Real Estate/Construction, Non- profits, Professional Services, Retail.

 

Level of

diversification of

Dozens of new hotels are slated to open in the District, bringing a broad range of jobs and city revenues;

economy

Purpose: Grow our existing sectors with significant potential to diversify the economy.

Focus on the best places to locate in the city, combining workforce and investment strategies.

Job growth

in emerging

 

neighborhoods

Provide simplified and customized business services to attract new businesses in these sectors.

STRATEGY #2:

Explore tax rate adjustments to ensure startups and employees are not recruited away to the suburbs.

The Fort – business accelerator that will host 12 tech startups slated for a six-month stay in 6,500 square foot office.

Number of companies created

ATTRACT NEW,

INNOVATIVE

 

SECTORS

 

Amount of

Develop incubators and technology hubs to support early stage entrepreneurs.

 

technology

The first link in the D.C. government’s new high- speed fiber network, the D.C. Community Access Network, provides 100-gigabit-per- second (100G) service.

commercialization:

Purpose: Create new businesses and bolster D.C. as a center for innovation and high tech start- ups.

Utilize expertise and applied research in universities to spawn more technology transfer, new technology companies.

Jobs produced in these companies and rate of growth

STRATEGY #3:

Create high value locations – areas of underutilized development and opportunities for mixed use and neighborhood amenities (restaurants, culture, retail, and transportation).

City Center project on the site of the old Convention Center and the City Market at O project.

Location of new jobs; distribution across the city

PROMOTE

OPPORTUNITIES IN

NEIGHBORHOODS

Amount and type of new investments in various revitalization projects across the city

Promote neighborhood character:

Redevelopment of St E’s and Walter Reed.

Purpose: Actively promote business and job opportunities in emerging and existing neighborhoods

Ensure that recruitment of new businesses is consistent with and promotes neighborhood character.

Improve transportation choices and invest in amenities in neighborhoods and to improve access to jobs.

 

STRATEGY #4:

Streets: Streets that carry cars, buses and bikes and support stormwater and tree canopy.

The Green Building Act has produced environmentally certified high performance buildings in a shorter time period than any other city.

Number of jobs

INVEST IN

SUSTAINABILITY

Private sector

 

investment:

Waste Management: Sort waste into a dozen reuseable resource streams,

Identify career

Purpose: Encourage initiatives that enable long-term growth around sustainability and investments with multiple benefits

The Sustainable D.C. initiative -Brings a government-wide focus on environmental sustainability to make the District the nation’s most sustainable city.

ladders

including saleable commodities (e.g., aluminum, plastic compost) or power generation source.

Energy Retrofitting: Invest in energy improvements across buildings, multi- family housing, and residents that provide a return on investment in jobs, reduced energy bills, and reduction in greenhouse gases.

Improvements in energy efficiency and other sustainability performance

EARLY SUCCESS: THRIVING IN THE FIRST YEARS Purpose of this Discussion: To evaluate the framework
EARLY SUCCESS: THRIVING IN THE FIRST YEARS
Purpose of this Discussion: To evaluate the framework for early
success and to make recommendations to ensure that ALL infants and
toddlers and their families in the District are thriving.
How this will help create One City: Research on the benefits of high-quality early learning experiences
show that every dollar invested in high-quality early learning programs (such as having well-educated,
well-trained and well-compensated teachers, and a high teacher-child ratio) returns between $3 and $17 in
benefits. These benefits include:
Thriving children as our toddlers are nurtured, emotionally secure and safe, ready to learn.
Lower costs for special education; child welfare; public health; social welfare from teen pregnancy;
and juvenile and adult crime
Reduced need for children, later on, to repeat grades in school, lowering school costs
Increased tax revenue in the long run, from successful students’ increased earnings as adults

Overview: The city is working on a comprehensive framework to ensure that all young children receive a core set of services and a successful start in life. These comprehensive services are known to pay long-term dividends over the life of a child. D.C. is home to an increasing number of infants and toddlers and has the 5 th highest birth rate in nation.

Early education happens in many places—home, child care, preschool, libraries, faith organizations, parks, play groups, kindergarten, and many other community settings. It is also shaped by many people—parents, guardians, grandparents, other relatives, child care providers, teachers, health care providers and a variety of caring adults—and programs—including government agencies, nonprofits, private businesses, faith- based organizations and community groups. This variety offers choices for families according to their own needs and values. However, this broad array of programs and services demands significant coordination and management of service delivery.

KEY FACTS ABOUT D.C.’S YOUNG CHILDREN:

Increase in the availability of Pre-Kindergarten programs and early intervention: In 2011,

D.C. ranked #1 in the nation for all states in Pre-kindergarten enrollment: last year almost 10,000 District 3-and-4 year olds enrolled in pre-kindergarten programs; an additional 5,000 eligible infants and toddlers in the District receiving direct services; and, support to over 16,000 District children in homes, community organizations, D.C. Public and Charter Schools.

Increase in immunizations and health insurance: In 2009, 94.3% of D.C. children received the

3+ DTP (Diptheria, Tetanus, Pertussis) vaccination. This was a 1.8% increase over the 2008 rate and 95% of children in D.C. are covered by health insurance.

Percentage of children under age five living in families below the poverty level: Based

on Census data from the year 2010, Wards 7 and 8 had the highest percentage (29.3 percent and 35.5 percent, respectively) of children under age five living in families at or below 200 percent of the federal poverty level, in comparison to the national rate of 17.8 percent. In contrast, Wards 3 and 4 had the lowest percentages, at 2.1 percent and 11.9 percent respectively.

Percentage of births to single mothers and teenage mothers: In 2006, the national estimate

of births to single mothers was 38.5 percent. The wards in the District of Columbia with the highest percentage of births to single mothers in 2007 were Wards 7 and 8 with 83.1 percent and 84.1 percent, respectively. Ward 3 had the lowest percentage, at 7.6 percent. Wards 7 and 8 also have the highest percentages of births to teenage mothers, well above the national average of 10.4 percent (2006).

Percentage of low birth weight infants: The national average of low birth weight infants born in 2006 was 8.3 percent, the highest level in four decades. In the District of Columbia in 2007, Wards 5, 7, and 8 had the highest percentages of low birth weight infants, all between 12.8 and 14.1 percent.

The Developmental Needs of Our Youngest Children:

As our children grow, they need developmentally appropriate learning and social supports. Infants and toddlers need higher levels of care and different types of interactions. Kids in pre-school are more ready for educational and structured learning experiences. And, once children enter kindergarten and the formal education system, they are ready for more curriculum and have the ability to take on reading and other basic academics. However, all children deserve comprehensive quality care and education including caring adults and linkages to health, mental health, and family services.

The challenge to improve the quality and set of services to our youngest children (infants and toddlers) requires that these key programs in our city need to be working together: health care services, education programs, economic supports, community supports, early detection of developmental delays, and child care services.

INFANTS AND TODDLERS: THE NEED FOR EARLY SUCCESS

In the past decades, there have been several important developments that have influenced the need for

a more comprehensive set of services for young children but especially for infants and toddlers.

New science in brain development: Research tells us that development of the brain is most intense from birth through age 3, and that a child’s brain builds itself in response to child’s experiences. Brain circuits that the child uses in daily life are strengthened. Those not used fade away. Therefore, a crucial factor in building the child’s brain is the nurturing the child receives, and responsive relationships with parents and caregivers.

Research on risk factors: Researchers have identified the key factors that put young children’s well- being and learning at risk. These include: poverty or low income; disparities because of race, ethnicity or language; the parents’ education level; having under- or unemployed parents; and exposure to domestic violence, stressful life events, and violence in communities. Having more than one risk factor compounds the risk. Children with these risk factors start showing poor outcomes as early as 9 months of age.

Changes in family life: The percentage of mothers of children under age 18 who are in the labor force has grown substantially. Two-wage-earner families and single, working mothers have become the norm. This trend has spurred the need for child care and school-age programs for young children.

Awareness of the preparation gap: Children with several risk factors are less likely to be ready for kindergarten than their peers. Children who are not ready for kindergarten often have trouble succeeding in school. This gap in preparation leads to a gap in school achievement. Many children and families in our lower income communities of color have difficulty accessing high-quality early care and preschool services.

Challenges for Early Success

Coordination of Systems: A key challenge in early education is to bring together independent systems for: prenatal care; child care; health and nutrition; social-emotional development and mental health; parent and community partnerships; parenting education and resources; higher education in child development and early childhood education; and professional development for early learning professionals.

High Quality Workforce: High quality early childhood programs cannot be accomplished without a well prepared child care and education workforce.

Outreach and Education of Caregivers: Since early education happens in a variety of settings, families must be able to find and access the services and information they want and need. Further, resources should not be wasted due to duplication of effort.

Quality of Care for Early Education Programs: A recent study rated the quality of early care programs in the District as minimal. Programs in higher income wards had higher quality programs than those in lower income wards. Quality factors include adequate space and furnishings, quality interactions, personal care routines, listening and talking and age appropriate activities.

Framework for Early Success:

Goals and Outcome Measures for Infants and Toddlers

Goal: All children develop in comprehensive and enriching environments.

Outcome Measures:

At least 50 percent of early childhood and development programs will meet the highest quality standards.

Increased family ability to identify and select high quality early childhood services and supports.

ALL children will receive developmental screens in a timely manner, including Medicaid eligible children who will receive screening on a schedule that meets recommendations of American Academy of Pediatrics.

Increased number of environments, including but not limited to early childhood and development settings, providing early Identification, intervention, supports, and mental health consultation.

Goal: Families are linked to opportunities and resources that strengthen their role as parents.

Outcome Measures:

All families can access information about high-quality early childhood and development settings for their children.

All families receive appropriate supports to provide enriching and developmentally appropriate experiences for their children.

All families with children are screened to determine appropriate supports and engagement, including home visiting.

At least 75 percent of expectant women receive adequate prenatal care.

Goal:

Communities are safe places where resources are available to help children and

families thrive.

Outcome Measures:

ALL communities have access to high quality screening, prevention services, and physical and mental health providers.

ALL communities have access to high-quality early childhood and development programs for children birth through age two.

ALL communities have convenient access points for the comprehensive coordinated services model.

ALL communities have the resources needed to ensure children are safe at home and in early childhood settings and schools.

The Bottom Line for Creating One City: Increase the availability of high quality early care and education for infants and toddlers all across our city and ensure that children enter Kindergarten ready to learn.

EDUCATING OUR YOUTH FOR THE ECONOMY OF TOMORROW Purpose of the Discussion: Identify the skills
EDUCATING OUR YOUTH FOR THE
ECONOMY OF TOMORROW
Purpose of the Discussion: Identify the skills and abilities needed
by our youth for the economy of tomorrow and what our schools
need to be implementing to ensure our students are successful.
How this will help create One City: Currently,
many job openings in D.C. already exist but are not
filled because of a mismatch between the skills
needed by the potential employers and the skills
possessed by the potential employees. It is becoming
increasingly imperative for our schools across the
District to support the acquisition of the skills and
abilities required for a changing economy. If we
have better skilled graduates, then:
Education Attainment Comparison
the District vs.US 2009
Businesses will become more competitive
by having ready skilled workers who understand
the work environment and skills necessary to
succeed.
Students will understand the world of
work, become more career ready, and find career
paths that lead to gainful employment and livable
wages.
Overview: As we work to grow and diversify
our city’s economy, we must also adjust the way we
prepare our students for life as adults in this new
Identifying the Workforce Skills of Tomor-
economy. The economy of the 21 st century is rapidly
changing: it is becoming more global; it is using
technology across all spectrums of work; information
is
instantaneous; and people work in collaborative
teams to be more productive.
A
new study on work skills in 2020 by the Institute
for the Future describes the new media literacy, the
computational thinking, cross-cultural competen-
cies, design and adaptive thinking, and organiza-
tional systems analysis that will be necessary in the
future.
row: Just as the workplace is changing rapidly – so
are the skill sets that are needed to succeed in the
workplace of tomorrow. The SCANS list - from the
Secretary’s Commission on Achieving Necessary Skills
- was developed by the United States Department
of Labor and Education in 2000 as a guide for edu-
cators who want to help students prepare for the
workforce. This has been reinforced more recently
by studies such as the U.S. 21 st Century Workforce
Commission. The necessary skills include:
Researchers find that employers are not able to find
employees with the skills required to fill available
openings, in spite of rising levels of educational
attainment in the U.S. and large investments by the
federal government in education and workforce
development. Even thought the District has high
rates of educational attainment due in part because
of
the graduation rates of those that move here, the
graduation rate is at 51.6%. This low rate requires a
close look at the incentives for graduation. Schools
need to consider how to innovate and adapt to the
needs of both students and the evolving needs of
employers.

Workplace Skills - Effective workers can productively utilize:

Resources: They know how to allocate time, money, materials, space, and staff. Interpersonal Skills: They can work on teams, teach others, serve customers, lead, negotiate, and work well with people from culturally diverse backgrounds. Information Literacy: They can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information. Systems: They understand social, organizational, and technological systems; they can monitor and correct performance; and they can design or improve systems. Technology: They can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment. Global Awareness: They can understand other perspectives and cultures. Self Direction: They can demonstrate independence.

Foundation Competencies: Competent workers need:

Basic Skills: Reading, writing, arithmetic, and mathematics, speaking and listening Thinking Skills: The ability to learn, reason, think creatively, make decisions, and solve problems Personal Qualities: Individual responsibility, self-esteem, self-management, sociability, and integrity Information, Media, and Technology Skills: They can use technology and digital media strategically and capably

Career and Workforce System in the Schools:

With a vision for career-ready students, we need to consider how our schools can work to promote workforce skills and to target activities that will “move the needle” in preparing students to be ready for the careers of the future.

The District, like many jurisdictions, can do more to incorporate work-based learning into its educational system. Currently, there is limited integration of employment and occupational skills into the District’s high school and post-secondary curricula. There are wide discrepancies in the quality of programs focused on workforce training within the District’s school system regarding the participation of businesses, levels of commitment to making the necessary changes, and relevance to how the labor market is changing.

An ideal career-preparation system would offer a fully-integrated, comprehensive, system of work-based learning that intensifies as a student moves up through higher grade levels beginning with the most basic of experiences such as career-day in the school to early work experiences such as internships, summer and part- time jobs, to workplace mentors and opportunities to learn hard and soft skills.

Among the promising practices to consider for increasing the responsiveness of schools to the economy of tomorrow are:

Placing additional emphasis on developing skills such as critical thinking, insight, and analysis capabilities; Integrating new-media literacy into education programs; Including experiential learning that emphasizes soft skills—such as the ability to collaborate, work in groups, read social cues, and respond adaptively; Broadening those involved in student learning to include employers and expanding career paths that move beyond teens and young adults through to adulthood; and, Integrating student learning across subject areas in ways that allow them to develop skills and knowledge in a range of subjects.

The Bottom Line for Creating One City: Graduating students in the District must acquire the essential skills to succeed in the workplace of tomorrow.

One City: Graduating students in the District must acquire the essential skills to succeed in the
ALIGNING RESIDENTS’ JOB SKILLS WITH A GROWING ECONOMY

ALIGNING RESIDENTS’ JOB SKILLS WITH A GROWING ECONOMY

ALIGNING RESIDENTS’ JOB SKILLS WITH A GROWING ECONOMY Purpose of this Discussion: To identify actions that
ALIGNING RESIDENTS’ JOB SKILLS WITH A GROWING ECONOMY Purpose of this Discussion: To identify actions that

Purpose of this Discussion: To identify actions that the city, businesses, community based organizations, and residents can take to prepare residents to compete for jobs in our growing economy.

How this will help create One City: Investments in education and workforce training that prepare and match job seekers with available living wage jobs have the potential to create long-term benefits for the city, in the following ways:

Increase the income and spending power of residents, bolstering their ability to live in the District

and support District business.

Reduce public subsidies and costs incurred through government income assistance and supportive service programs.

Increase revenues earned by the city through income and sales taxes.

Overview: The District is the hub for a diverse regional economy. Not only are we home to the federal government, but we have some of the best hospitals and universities in the country, a robust business climate, an emerging technology sector, and a growing restaurant industry enjoyed by residents and tourists alike. The prospect of an improving economy and continued job growth over the next five years is good news for District residents.

Our goal is to ensure that all District residents are ready and competitive for these positions. However, not all of our residents are well positioned to take advantage of the job opportunities generated by our economy. Historic barriers to employment in part of our city, such as concentrated pockets of poverty, low educational attainment, and limited economic development opportunities, have been heightened by the recession. While unemployment is down from 11.2% in September 2011, overall unemployment is still far too high at 10.4%.

While a regional economy creates opportunities, it also creates competition. Commuters come from as far away as Delaware and West Virginia to work in the District. In 2000, only 28.4% of the District of Columbia’s workforce was made up of District residents. Moreover, despite increasing job growth, the D.C. unemployment rate is high relative to the region, suggesting D.C. residents are struggling to compete in the local job market. (United States Census Bureau, “County-To-County Worker Flow Files,” Census 2000.)

Unemployment Rate in the District as Compared to the United States as of December 2011

The overall unemployment in the District is 10.4

24.8

16.7 13.7 10.1 8.7 8.5 8.2
16.7
13.7
10.1
8.7
8.5
8.2

5

5 2.6
5 2.6

2.6

5 2.6
5 2.6
5 2.6
5 2.6
States as of December 2011 The overall unemployment in the District is 10.4 24.8 16.7 13.7
States as of December 2011 The overall unemployment in the District is 10.4 24.8 16.7 13.7
States as of December 2011 The overall unemployment in the District is 10.4 24.8 16.7 13.7
States as of December 2011 The overall unemployment in the District is 10.4 24.8 16.7 13.7
States as of December 2011 The overall unemployment in the District is 10.4 24.8 16.7 13.7
States as of December 2011 The overall unemployment in the District is 10.4 24.8 16.7 13.7
States as of December 2011 The overall unemployment in the District is 10.4 24.8 16.7 13.7
States as of December 2011 The overall unemployment in the District is 10.4 24.8 16.7 13.7

Challenges

Pockets of High Unemployment: While D.C. is experiencing increased unemployment citywide, our most economically vulnerable residents continue to be most affected by the sluggish economy. Unemployment in wards 5, 7, and 8 is at 13.7%, 16.8% and 24.9% respectively

Structural Unemployment: Of the 35,000 individuals who are unemployed in the District, 12,500 have been unemployed for more than 12 months.

High Youth Unemployment Rates: Of low income D.C. youth ages 16-24, 40% are unemployed and not in school.

Concentrated Poverty: While the overall poverty rate decreased in the District in 2005-2009, from 20% to 18%, it remained relatively unchanged in Wards 7 and 8. Over the past three decades Ward 8 consistently recorded the highest poverty rates in the District. Currently, 35% of the residents of Ward 8 and 26% of the residents in Ward 7 live below the poverty level.

Uneven Educational Attainment: While the percentage of the population without a diploma has decreased significantly since 2000, educational attainment levels remain lower in the areas of the District with some of the highest poverty rates. Historically, Wards 5, 7 and 8 have the highest percentages of population without high school diplomas.

Limited Post-Secondary Completion: About 14.2%, or 56,810, of District residents who have started post-secondary education programs have not earned a degree.

Opportunities

Recent Job Growth: Job growth appears to be accelerating. In 2011, the District gained 9,500 jobs.

Continued Job Growth Projected: From 2010-2015, the number of jobs in the District is projected to increase by 5.67%, for a total of 44,937 new jobs. Through both growth and turnover, 138,176 job openings are expected.

Growth in Jobs with Low Barriers-to-Entry: A significant number of these openings will be in occupations requiring a 2-year degree or less.

Jobs in Demand

The sectors of our economy with the largest number of projected job openings between 2010 and 2020, in both the District and the region, are detailed in the tables below. The first table provides information regarding job openings requiring some vocational training or less. The second table provides information about occupations requiring an Associate’s degree or more. Please note, some occupations occur in multiple clusters and not all occupations are encompassed by the career clusters. The data will not total.

Careers Requiring Postsecondary Training or Less

The occupations in the table below typically require a high school diploma or GED, and may require some vocational training or on-the-job experience.

 

NUMBER

 

ANNUAL OPENINGS (New Jobs +

 

OF NEW

SECTOR

JOBS by

SAMPLE OCCUPATIONS IN THIS CLUSTER

2020

Turnover)

Business, Management & Administration

 

D.C.

 

D.C.

Executive Secretaries & Administrative Assistants, Customer Service Representatives, Office Clerks

10,858

3,641

 

D.C.

 

D.C.

Waiters & Waitresses, Food Preparation & Service Workers, Janitors & Cleaners

Hospitality & Tourism

10,530

4,434

Health Sciences

D.C.

 

D.C.

Home Health Aides, Health Information Technicians, Medical Office Assistants, Clinical Laboratory Technicians, Paramedics

8,129

2,165

Human Services

D.C.

 

D.C.

 

6,672

2,165

Teacher Assistants, Social & Human Service Assistants

Transportation, Distribution, & Logistics

 

D.C.

 

D.C.

Laborers & Freight, Stock, Material Movers, Storage & Distribution Managers, Heavy & Tractor-Trailer Truck Drivers, Taxi Drivers

6,273

2,196

Marketing, Sales & Service

 

D.C.

 

D.C.

 

6,067

2,395

Marketing Clerks, Telemarketers, Independent Sales Representatives

Government & Public Administration

 

D.C.

 

D.C.

Social & Community Service Managers; Paralegal & Legal Secretaries, Security Officers, Corrections Officers

4,100

3,071

Careers Requiring a Two-Year College Degree or More

The occupations in the table below typically require an associates degree, college degree or other higher education. New employees may need some on-the-job training, but most of these occupations assume that new hires will already have the required skills, knowledge, work-related experience, and/or training.

   

NUMBER OF

   

SECTOR

NEW JOBS by

2020

ANNUAL OPENINGS

(New Jobs + Turnover)

SAMPLE OCCUPATIONS IN THIS CLUSTER

Business, Management

 

D.C.

D.C.

Budget Analysts, Accountants, Financial Analysts, Human Resources Managers

& Administration

18,341

4,639

   

D.C.

D.C.

 

Finance

15,101

2,556

Budget Analysts, Accountants, Financial Analysts, Human Resources Managerss

Science, Technology,

 

D.C.

 

Engineering &

Mathematics

 

D.C. Job

14,238

3,576

Social Scientists, Engineers, and Related Workers

Information

 

D.C.

D.C.

2,237

Network and Computer Systems Administrators, Network Systems and Data Communications Analysts

Technology

11,975

Government & Public Administration

 

D.C. Job

D.C.

State-Federal Relations, Eligibility Specialist, Career Consultant, Client Services Representative

10,900

3,071

   

D.C.

D.C.

Pharmacy Manager, Clinical Research Coordinator, Recreational Therapist, Psychologists, Nurse Practitioners

Health Science

9,934

2,642

   

D.C.

D.C.

 

Law, Public Safety,

6,939

1,616

Attorneys, Judicial Law Clerks

The District’s Workforce Development Landscape

As the list of agencies below indicates, the District currently has a range of funding streams and government programs designed to support the education, training, and placement of its residents.

Department of Disability Services (DDS) Department of Employment Services (DOES) Department of Human Services (DHS) Department of Mental Health (DMH) Department of Youth and Rehabilitation Services (DYRS) Office on Latino Affairs (OLA) Deputy Mayor’s Office for Planning and Economic Development (DMPED) D.C. Office on Aging (DCOA) D.C. Public Library (DCPL) Office of the State Superintendent of Education (OSSE)

In order to significantly improve the coordination of and outcomes related to the wide range of agencies and programs delivering workforce training and job seekers services in the District, the Mayor recently reconstituted the Workforce Investment Council (WIC).

Promising Practices for Increasing the Skills of D.C. Residents

The Council has reviewed best practices in other state programs and suggests the following approach for the District:

Use data about job demand to provide a better match between training investments and the needs of job seekers thereby creating better outcomes for employers and prospective applicants.

Tailor job training to specific industries to equip residents with the skills needed in a particular occupation or set of occupations that are in demand in our labor market.

Combine adult basic education with occupational skills instruction so that job seekers increase

 

their literacy and numeracy at the same time they develop the skills in demand in our economy.

Provide career pathways from entry level jobs to higher-paid positions through a combination of community-based educational offerings, post-secondary education, and on-the-job training.

Integrate academic and non-academic support services more effectively so that job seekers can

get access to support services, such as transportation, day care, tutoring, etc., at the same time they are connected to training or a job.

Provide longer-term post job-placement support services through peer support groups, mentoring,

 

and case management to facilitate job retention.

Goals and Outcome Measures

In the District, every resident who wants to earn a decent living should have the skills and means to do so, and every business should be able to find and grow the talent it needs to be successful. To achieve this goal, we need to ensure we have quality educational and vocational programs that prepare residents for the jobs available in our economy, we need to have strong networks that connect residents to those jobs, and services available that support working residents.

The Bottom Line for Creating One City: Increase the number of District residents who overcome educational and skill barriers to become employable and the number of District businesses that use our workforce development system to find qualified employees.

SOURCES FOR ONE CITY GUIDE

SOURCES FOR ONE CITY GUIDE

SOURCES FOR ONE CITY GUIDE Why One City Census, 2010 Centers for Disease Control Department of
SOURCES FOR ONE CITY GUIDE Why One City Census, 2010 Centers for Disease Control Department of

Why One City

Census, 2010

Centers for Disease Control

Department of Employment Services

District of Columbia Public Schools

Forbes

Growth Trends to 2040 Metropolitan D.C. Council of Governments Round 8.1 Inc.

Marcus & Millichap

Mercer Survey

Metropolitan Police Department

Office of Deputy Mayor of Education

Office of Planning

Policom Corp Economic Research Group

Wall Street Journal

Diversifying and Growing Our District Economy

Center for American Progress: Energy Efficiency Jobs 2011

Small Business and Entrepreneurship Council

Washington D.C. Comprehensive Economic Development Strategy 2010

Early Success: Thriving in the First Years

Children’s Defense Fund 2010

D.C. Kids Count Collaborative

Kaiser State Health Facts

Neighborhood Info D.C.

Washington State Early Learning Plan 2010

Educating Our Youth for the Economy of Tomorrow:

21st Century Workforce Commission

District of Columbia Department of Employment Services

Institute for the Future

Partnership for 21st Century Skills

What Work Requires of Schools: A SCANS Report for America 2000

Aligning Residents’ Job Skills with a Growing Economy

D.C. Fiscal Policy Institute

D.C. Workforce Investment Council

EMSI Complete Employment - 2011.4

Economic Modeling Specialists, Inc., 2010-2015 Economy, Occupation

Strengthening Educational and Career Pathways

for D.C. Youth,” Brookings Institution, October

2011

U.S. Census, American Community Survey, 5-Year Estimates, 2006-2010