SEE YOUR CURRENT SCHOOL ASSIGNMENTS

The share of students at this school with the race/ethnicity category of not Hispanic American Indian or Alaska native, Native Hawaiian or Other Pacific Islander, or Two or More Races

% Other

Share of students enrolled at the school as of the SY22-23 OSSE enrollment audit who are non-Hispanic Asian

% Asian

For a list of Non-Dual language alternative school placements, view the

Your Assignments

Search an address in the map’s search bar to find your existing school assignments, as well as any recommended changes to your school assignments. A table displaying these assignments will display here.

Share of students enrolled at the school as of the SY22-23 OSSE enrollment audit who are non-Hispanic Black or African-American

% Black

Programmatic capacity reflects the maximum number of students who can be housed in the school building given the facility, education program, and optimal student load. The number reflects the identification and categorization of spaces used in the building (e.g., grade level instruction, specialized classroom, or support spaces) as well as optimal student load per type of space developed in coordination with DCPS. These programmatic capacities are based on the DC Public Education Master Facilities Plan 2023 (MFP 2023) comprehensive reassessment of DCPS schools. The capacities do not include portables. For more detail see the 2023 Master Facilities Plan.

Programmatic Capacity

Incorporating feedback from School Board Members, parents/guardians, district staff, organizational partners, and community stakeholders, DME’s

to help shape and inform the planning work. Based on the guiding principles of the project, the project team and Advisory Committee developed scenarios for public evaluation and input. The three scenarios presented will focus on the goals of the Study: providing clear assignments to schools of right based on DCPS attendance zones and feeder pathways, optimizing capacity by reducing the number of very over-utilized and very under-utilized schools, and encouraging equitable access among District s

MAJOR DME PROJECTS FOR 2023

The goals of this office are to develop and advance the Mayor’s vision for educational and workforce excellence in Washington, DC. We work to create a city where:

OFFICE OF THE DEPUTY MAYOR FOR EDUCATION (DME)

There is a potential for a new facility for Pre-K grades.

Early childhood grades annex

Begin by selecting a school on the map. As you hover over the map, you will see elementary school zones appear in gold, middle school zones highlight in orange, and high school zones highlight in blue. Planning blocks that can be added to the school appear in green, and blocks that are ineligible to be added appear in grey. Planning blocks are ineligible if they contain another elementary school, contain a middle school or high school not fed by the chosen school, or are not connected to the current school zone. Clicking on a school begins an edit session for that school: clicking on green planning blocks will expand the chosen school’s zone, and reduce the boundary of the school that previously contained that planning block. Performing a “swap” will cause the characteristics of both schools to update in the table below.

This tool shows the impacts of potential boundary changes on in-boundary students only, whereas the utilization and equitable access strategies developed through the broader process model impacts on out of boundary students as well. For that reason, results may vary between school level impacts of modeled strategies and boundary edits made here. Changes made to elementary school boundaries will reflect at middle and high school levels, but all changes must be made in reference to elementary school zones.

Use this tool to explore how boundary changes may impact a school. Add planning blocks to an elementary school zone to see how those additions would impact the school. A planning block is roughly the size of a census tract. Planning blocks can be grouped together to form ES, MS, and HS school zones.

Boundary Editing/Exploration

Enrollment of the school as of the OSSE SY22-23 enrollment audit.

Enrollment

Equitable Access Strategies

Existing

FREQUENTLY ASKED QUESTIONS

There is a recommended change to the school boundary that determines in-boundary eligibility at this school, or to the middle or high school that students who attend this school have an automatic right to attend.

Boundary

CONTACT US

USEFUL LINKS

There is a potential change to the grades that are offered at this school facility.

Grade configuration change

GUIDING PRINCIPLES

We believe that all families in Washington, DC are entitled to a high-quality, by-right DCPS school located within a reasonable distance that offers the fundamental and inclusive programming necessary to ensure students are well educated and supported. We believe that vibrant neighborhood schools contribute to healthy communities and neighborhood life.

We believe that families who have historically endured systemic discrimination and marginalization, including Black and Brown families, those living in poverty, learning English, and supporting students with special education needs, should have increased opportunities to access schools and programming that may fit their children’s needs better. This includes targeted access to other neighborhood schools via out of boundary seats or to citywide schools (i.e., public charter schools, citywide DCPS schools, or selective DCPS high schools).

We believe that families thrive when they know where their child has a right to attend school, there are predictable entry points to public school pathways, and there is continuity in programming from point of entry through graduation. Washington, DC has the responsibility to regularly reassess boundaries and enrollment policies that may impact future rights.

We believe that all students and communities flourish when schools have diverse student bodies, specifically racial/ethnic and socio economic, provided that schools have, at a minimum, welcoming, affirming, and culturally and linguistically responsive environments for students and families. Therefore, Washington, DC should promote opportunities for diverse student enrollment across all learning environments and all parts of the city.

A strong system of by-right neighborhood schools

Equitable access to high quality schools

Predictable and continuous access to schools

Racially and socio-economically diverse schools

Boundary & Student Assignment Study

This page is provided to share information about the project’s objectives and timeline, familiarize the public with key concepts and background, and give community members and stakeholders opportunities to provide their input to the process.

To learn more about the DME Boundary and Student Assignment Study, view frequently asked questions, and to review past engagement materials, please visit the DME website

Welcome to the Office of the Deputy Mayor for Education’s Boundary and Student Assignment Study Interactive Boundary Explorer!

DME BOUNDARY AND STUDENT ASSIGNMENT STUDY 2023

The median road network distance for all students who attend this school and live in the schools’ boundary.

Median In-Boundary Car Distance

"Euclid MS" is a planned school to be opened in SY28-29 at 800 Euclid St NW.  Cardozo's middle school grades will shift to this new school.

Boundary Change + New School

Schools of highest demand by OSSE score

How infrequently a student’s zoned school is changed. Fewer changes to where students are zoned means student assignment is more stable. Frequent and large boundary changes result in less assignment stability.

The public school that a student is assigned to based on their home address that they have a right to attend in K-12.

The total number of students that a school can accommodate based on the program delivered and grades offered at the school. If a school is over-utilized, then student enrollment is greater than the school’s capacity. If a school is under-utilized, the enrollment is less than total capacity.

Public schools that do not have an associated boundary or zone. These schools include public charter schools and DCPS schools such as citywide elementary schools, selective high schools, and adult, alternative, and solely special education schools.

The total number of students who attend a school or a special program.

The sequence of schools that students have a right to attend as they progress from the terminal grade of their current school. In DCPS, there are two types of feeder patterns: geographic feeder patterns and programmatic feeder patterns.

DC public charter schools are public, tuition-free, open to all students, and do not have selective entrance requirements or geographic attendance zones. Public charter schools are independent from DCPS (the traditional public school system). The

(DC PCSB) oversees, but does not manage, the schools.

A geographic area that comprises residences that are assigned to a public school. If a student’s home address is inside a school’s boundary, they have a right in K-12 to attend that school. The area that makes up a school boundary is also referred to as an assignment area.

Expressed as a percentage, utilization is determined by dividing student enrollment (number of students attending) by total capacity (number of seats available).

Assignment stability

By-right neighborhood school

Capacity

Citywide school

Feeder pattern

Public charter school

School boundary

Utilization

How infrequently a student’s zoned school is changed. Fewer changes to the student’s zoned school means their assignment is more stable. Frequent and large boundary changes result in less assignment stability.

The public school that a student is assigned to based on their home address.

The total number of students that a school can accommodate. If a school is over-utilized, then student enrollment is greater than the school’s capacity. If a school is under-utilized, the enrollment is less than total capacity.

Public charter schools receive government funding but operate independently from the DCPS school system.

Students who are determined by language proficiency testing to be in sufficient need of language support at school. ELL students receive language support from a certified teacher through the ELL program.

The total number of students who currently attend a school or a special program.

The sequence of schools that students are assigned to attend as they progress from elementary, to middle, to high school. In some cases, DCPS students progress to the same secondary school as their peers from elementary or middle school. In other cases, they progress to different schools (also known as “split articulation”).

A geographic area that comprises residences that are assigned to a public school. If a student’s home address is inside a school’s boundary, they are assigned to attend that school. The area that makes up a school boundary is also referred to as an assignment area.

Specially designed instruction and other services for students with disabilities. State and federal regulations require special education services in public school systems.

KEY TERMS

Share of students enrolled at the school s of the SY22-23 OSSE enrollment audit who are Hispanic or Latino (any race)

%  Hispanic or Latino

As a part of the Boundary and Student Assignment Study, community members are invited to explore this interactive map illustrating the current DCPS boundaries, DCPS and public charter schools, and corresponding metrics. The map also allows users to look up their assigned schools by home address.

Interactive Boundary Explorer Release 1

BOUNDARY AND STUDENT ASSIGNMENT MAP

The median road network distance for all students to their assigned school.

The median road network distance for all students to their school for non-boundary attendees.

Median Out of Boundary Car Distance

The median road network distance for all students who attend this school and do not live in the schools’ boundary.

There is a potential reduction of the number of out of boundary seats that are offered at this school.

OOB reduction

OSSE  at risk subgroup score

Paired schools are cases where two elementary schools combine their boundaries and offer different grades at each school, such that students in lower grades (e.g. K-2) across the expanded zone attend class at one facility, and then attend class at the other facility for the upper grades (e.g. 3-5).

Paired schools

PAST ENGAGEMENT

The share of students at this school who are classified as at risk. “At risk” students are those who qualify for Temporary Assistance for Needy Families (TANF), the Supplemental Nutrition Assistance Program (SNAP), have been identified as homeless during the academic year, who are under the care of the Child and Family Services Agency (CFSA or Foster Care), and who are high school students at least one year older than the expected age for their grade.

% at risk

% of at-risk students who attend highest demand schools

% of students who attend highest demand schools

Percent of students who attend schools with the highest OSSE framework scores 

Percent of at-risk students who attend schools with the highest OSSE subgroup scores for at-risk students

Recommended Boundaries

FIND YOUR CURRENT SCHOOL ASSIGNMENTS

GET SCHOOL INFORMATION

Number of schools with at least 30% difference in at risk proportion with one or more adjacent schools

Number of schools with at least 50% difference at risk

 A set amount of a school’s available seats in the lottery at each grade level that are designated for a specific group of students. Only lottery applicants that have applied to the school and meet the criteria of that specific group are entered into the lottery for the designated seats. All applicants (including those that meet the criteria for the specific group) are entered into the lottery for the remaining general seats.

Lottery set-aside (also known as “designated seat”)

There is a potential to increase utilization while supporting the school community and act as an anchor for the neighborhood by sharing unused space with other entities, such as early childhood center, higher education partnership, job training, or arts programming.

Shared space

Looking for self contained special education programs?

The mapping tool includes school level strategies to address two types of challenges. One group of strategies (“Utilization”) is focused on boundary and feeder changes to help schools with current or future overcrowding and schools with current unused space. The second group of strategies (“Equitable Access”) is focused on potential policies to expand opportunities to attend quality schools and programs for those historically discriminated against and marginalized. You can explore how these potential strategies might work across the entire school system, as well as at individual schools.

These maps and indicators are provided as a tool for public feedback. They are ideas under exploration and are not final maps nor recommendations. The final recommendations of the Boundary Study may draw ideas from both sets of strategies, revise these ideas, and will also include other policies that could not be modeled or displayed in this tool.   

There are ideas under consideration that could not be tested and included in the mapping tool. These include shared programming, new programs and programmatic feeder pathways, and coordinated school planning, among others.

Please see the Town Hall 3 materials for more information about these ideas.

about how the DCPS boundary-related recommendations would impact your school assignments.

the full map of DCPS boundary-related recommended changes.

try your hand at changing boundaries yourself and see what the impacts are.

offer your input through the survey and comment feature.

Learn

Explore

Change Boundaries

Share your feedback

What is included in the mapping tool?

What is not included in the mapping tool?

WHAT IS THE BOUNDARY AND STUDENT ASSIGNMENT STUDY?

WHY IS THIS STUDY IMPORTANT?

Systemwide

The Office of the Deputy Mayor for Education (DME) conducted a comprehensive review of District of Columbia Public Schools (DCPS) boundaries and feeder patterns and public school student assignment policies in 2023 in accordance with the Attendance Zone Boundaries Act of 2013.

Boundary and Student Assignment Study 2023

DME Interactive Boundary Explorer

Schools with utilization between 50-65%

Schools with utilization between 65-80%

Schools with utilization between 80-95%

Schools with utilization between 95-110%

The DME has identified 80-95% as the optimal utilization range for schools. These utilization bands may be useful for understanding system-wide utilizations, and similar schools across DCPS.

Utilization Band

Schools with utilization >110%

Schools with utilization < 50%

Utilization Strategies

Utilization is SY22-23 enrollment divided by SY22-23 DC Public Education Master Facilities Plan 2023 (MFP 2023) capacities. This metric is one indication of how full a facility is. For DCPS schools being modernized during the course of the study, the SY21-22 capacities are displaced in the Existing portion of the site. The expected programmatic capacity after modernization is displayed in the Recommended portion. When considering recommendations, the Boundary Study's Advisory Committee took the expected size after modernization into account as did the MFP 2023.

Click on a school on the map or use the search bar below to learn more about a school. After selecting a metric category to explore, you can view how the recommended boundary changes could impact each school. Note: there are no potential boundary changes or multiple rights being sunset at the high school level.

OSSE Weighted framework score

Share of students enrolled at the school as of the SY22-23 OSSE enrollment audit who are white