Chart of the week: In-person learning in the 2020-21 school year

February 18, 2022
  • Chelsea Coffin
  • Julie Rubin
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DCPS and public charter schools returned to full-time in-person learning in August 2021, which was a huge shift from the previous school year. At the start of school year 2020-21, 99 percent of students were learning virtually for five days a week, followed by a gradual re-introduction to in-person learning for some students according to D.C. School Report Card data. In February 2021, 11 percent of students learned in-person at least one day per week, and by the end of the year 21 percent of students experienced some in-person learning. In-person participation rates were higher for younger students: by June 2021, pre-kindergarten and elementary school students were attending some in-person at rates two to four times higher than in-person attendance rates among middle and high school students.  

This week’s chart is a preview from our forthcoming State of D.C. Schools, 2020-21 report, out on March 10. Keep an eye out for more previews as we get closer to the report release on March 10. RSVP for the launch event.


Chelsea Coffin

Director of the Education Policy Initiative
D.C. Policy Center

Chelsea Coffin joined the D.C. Policy Center in September 2017 as the Director of the Education Policy Initiative. Her research focuses on how schools connect to broader dynamics in the District of Columbia. She has authored reports on diversity in D.C.’s schools, the D.C. schools with the best improvement for at-risk students, and the transition after high school in D.C. Chelsea has also conducted planning analysis at the D.C. Public Charter School Board, carried out research at the World Bank, and taught secondary school with the Peace Corps in Mozambique.

Chelsea holds a Bachelor of Arts from Middlebury College and a Master of Arts from Johns Hopkins University (SAIS) in International Economics and Development.

You can reach Chelsea at

Julie Rubin

Senior Education Analyst
D.C. Policy Center

Julie Rubin is a Senior Education Analyst at the D.C. Policy Center’s Education Policy Initiative. In this role, she conducts research and data analysis on topics such as the boundary review process, measuring early career outcomes for high school alumni, and enrollment shifts after the pandemic.

Julie brings a rich background to her research, including time spent as an AmeriCorps VISTA member, at the American Federation of Teachers, and in the Executive Office of Michigan Governor Gretchen Whitmer. Prior to joining the D.C. Policy Center in September 2021, Julie served as a research assistant at the University of Michigan in Ann Arbor.

Julie holds a BA in Public Policy Studies from Vanderbilt University, and Master of Public Policy from the University of Michigan.

You can reach Julie at