Position Overview
The Office of Social Emotional Academic Development works with the Chancellor to ensure coherence in the educational experience for our students, families, and schools. Our goal is to initiate change and lead DC Public Schools into the highest performing school district in the nation.
Office of SEAD Strategy
Athletics: The Department of Athletics ensures all DCPS students have access to comprehensive and inclusive interscholastic athletics programming designed to increase student satisfaction, improve physical fitness, keep students engaged in school, develop leadership qualities, and provide additional outlets for students to express their unique talents.
Career and Technical Education: Career Education programs provide the academic, technical, and employability skills necessary to succeed in college, careers and to become lifelong learners. This includes JROTC programming.
Postsecondary Success Programs (PSP): PSP includes programming that prepares students for college and career, including Dual Enrollment, AP/IB, SAT/PSAT, School Counseling and Postsecondary Planning, Work-based Learning Opportunities, and Navigator supports.
Graduation Success Initiatives (GSI): GSI consists of programming designed to keep students on track academically and connected to their school communities. This includes work on Adjusted Cohort Graduation Rate, New Heights programs, OSTP, and Extended Learning programs such as summer school and academic recovery.
Scheduling, Transcripts, and Academic Records Support (STARS): STARS is responsible for supporting and monitoring DCPS schools in four areas: scheduling, grading, graduation, and the development and distribution of accurate student records.
Data, Strategy, and Operations (DSO): DSO supports the division through the management of budgets, data reporting and analysis, and special projects that support the division’s key priorities in alignment with the strategic plan including policies and associated guidance.
Within this Office, the Graduation Success Initiatives team leads efforts to improve student outcomes related to on-time graduation, academic recovery, and re-engagement. This work includes supporting schools in monitoring student progress toward graduation, identifying and addressing barriers to success for off-track students, and ensuring access to high-quality academic recovery and extended learning opportunities. The team partners closely with school leaders and cross-functional central office teams to align programming policies and supports that strengthen pathways to graduation and postsecondary success.
The Manager, Adjusted Cohort Graduation Rate (ACGR) is responsible for leading and supporting the work of the Graduation team to improve student academic success across the district. This includes developing and managing systems to track progress toward graduation goals at the district, cluster, and school levels; identifying trends and areas for growth; and translating data into actionable strategies for schools. The Manager oversees the implementation and alignment of graduation, re-engagement, and extended learning programming, ensuring that supports for off-track and disengaged students are coordinated, effective, and aligned to district priorities. The role includes setting clear goals and expectations, monitoring progress toward key milestones, and adjusting strategies in response to data and emerging needs.
The Manager works closely with school leaders, instructional superintendents, and cross-functional teams to support implementation, ensure compliance with district policies, and drive continuous improvement in graduation outcomes. This position also manages program operations, including coordination of staff, vendors, and resources, and contributes to the development of policy recommendations and strategic guidance for senior leadership.
This position has been designated as Protection Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying protection sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre-employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post-accident or incident drug and alcohol test.
The Manager, Adjusted Cohort Graduation Rate (ACGR) will report to the Director, Graduation Success Initiatives.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
Leads districtwide graduation initiatives to increase on-time graduation rates, reduce credit deficiencies, and close equity gaps across student populations.
Applies deep expertise in ACGR, cohort management, credit recovery programming, and re-engagement strategies to strengthen school capacity, advise senior management, and build competency in others.
Designs and oversees intervention systems for off-track and disengaged students, including individualized graduation plans, credit recovery pathways, and re-engagement supports.
Develops and manages systems to track and monitor progress toward graduation goals across district, cluster, and school levels; uses data to identify trends, target supports, and inform strategic decision-making.
Leads the analysis and presentation of graduation, credit recovery, and re-engagement data; develops reports and communicates progress to senior leadership and key stakeholder groups.
Manages the work of the Graduation, ensuring strong implementation of outreach, case management, and intervention strategies.
Oversees district ACGR efforts for disconnected youth, including outreach strategies, student tracking systems, and pathways to support re-enrollment and persistence to graduation.
Engages with school teams to identify opportunities for improvement; conducts root cause analysis and develops actionable recommendations and implementation plans.
Monitors academic recovery and re-engagement efforts across the district to ensure strict compliance with DCPS policy and graduation requirements; provides guidance and addresses instances of non-compliance.
Builds relationships and liaises with internal departments, school staff, and community partners to drive collaboration and responds effectively to internal and external stakeholder needs.
Anticipates, identifies, and resolves complex obstacles to the success of programs and projects; stays closely aware of progress across initiatives and proactively adjusts strategies based on changes in priorities, direction, and resources.
Oversees extended learning and credit recovery programming and manages budgets, contracts, and operations; stays aware of innovations, policy developments, and research, and advises senior management on related legislation, policies, and directives.
Qualifications
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Bachelor's degree and four to six years of related work experience.
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Master's degree preferred.
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Previous experience in education or education systems strongly preferred.
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Deep understanding of graduation requirements, ACGR, cohort management, and credit recovery policies; experience in DC preferred.
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Experience designing or supporting school-based academic recovery, re-engagement, or extended learning programming.
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Demonstrated experience using data systems and dashboards to monitor performance, drive decision-making, and support continuous improvement across multiple organizational levels.
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Experience managing projects, programs, or teams, including setting goals, monitoring progress, and ensuring accountability for results.
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Proven ability to engage and influence school leaders and cross-functional stakeholders to drive implementation and outcomes.
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Strong organizational, analytical, and communication skills, including the ability to synthesize complex information for diverse audiences.
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Proficiency in Microsoft Excel and data visualization tools required; experience with student information systems and reporting platforms preferred.
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STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
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COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
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EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
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EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
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TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
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JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact [email protected].
