PARCC results: how will they be communicated to families?

[Anonymous]

Are any of the scores broken out so that you can see changes by school? I recognize there are other things at play that you need to control for, but it would be interesting to see what schools had less reductions in scores, and see whether they did anything that could be emulated elsewhere.

(Yes, likely that schools with a higher percentage of higher-SES student probably had less learning loss. But if you controlled for that, statistically.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is the least surprising, most depressing news we could have gotten in the first week of school. I feel deeply frustrated by the fact that many of us vocally and proactively talked about this starting in the summer of 2020 and constantly sought solutions that would prevent this from happening, and were repeatedly told to be quiet and that we were being entitled or selfish. This was inevitable and it should have been obvious to all involved when it was happening. That it wasn't is almost more alarming than the fact it happened at all.

This will all be blamed on Covid but I honestly think a lot of people should lose their jobs over this. Especially when you look at the impacts on black and Hispanic kids, and at-risk kids. We're talking 10%+ drops in proficiency across all categories and grade levels.

I also think the more people dig into the high school numbers the worse the problem will get. People on DCUM don't get it because their kids mostly do not attend the HSs in DC vaccine the biggest issues. But it's not just that scores dropped for HS students. It's that significant numbers of kids are missing altogether -- just simply do not go to school anymore and haven't since March 2020. Meaning that not only does DC have a massive drop-out/truancy issue that has worsened during the pandemic, but that these abysmal scores actually represent the performance of the kids who are most present in the schools.

We failed the kids, folks. We, the adults, failed our kids. We better come together to fix it.

NP. I have a kid in HS. There is only so much you can do to prevent HS kids from dropping out. If parents don’t value education or that value isn’t instilled in the kids, it is beyond our control. I see this in my own family. My sister has never valued education like I have. Her kids barely made it out of HS. There are always excuses for everything. So sorry no, we didn’t fail. They did. They chose to fail. It wasn’t a priority.

While that is generally true, a good way to ensure a kid on the bubble drops out instead of staying in school is to just close the school for months on end and ask him to log into class from a home that may or may not be conducive to doing so. If you want to write those kids off as lost causes anyway, go ahead, but DCPS has a public mandate to try and make sure that kid gets an education. And they failed. And we'll all pay the price.

Yep, this will have repercussions on others, not just those kids.

[Anonymous]

Anonymous wrote:Are any of the scores broken out so that you can see changes by school? I recognize there are other things at play that you need to control for, but it would be interesting to see what schools had less reductions in scores, and see whether they did anything that could be emulated elsewhere.

(Yes, likely that schools with a higher percentage of higher-SES student probably had less learning loss. But if you controlled for that, statistically.)

You have to put it together yourself and it's kind of a pain. Hopefully they release it.

[Anonymous]

Anonymous wrote:On behalf of everyone looking to see hot takes on PARCC scores, can we please ask all of you who want to relitigate school closures/COVID policies/WTU complicity and how you all knew better to go to one of the other 1000 threads you've derailed and beat your dead horses there?

+10000000000000000000

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is the least surprising, most depressing news we could have gotten in the first week of school. I feel deeply frustrated by the fact that many of us vocally and proactively talked about this starting in the summer of 2020 and constantly sought solutions that would prevent this from happening, and were repeatedly told to be quiet and that we were being entitled or selfish. This was inevitable and it should have been obvious to all involved when it was happening. That it wasn't is almost more alarming than the fact it happened at all.

This will all be blamed on Covid but I honestly think a lot of people should lose their jobs over this. Especially when you look at the impacts on black and Hispanic kids, and at-risk kids. We're talking 10%+ drops in proficiency across all categories and grade levels.

I also think the more people dig into the high school numbers the worse the problem will get. People on DCUM don't get it because their kids mostly do not attend the HSs in DC vaccine the biggest issues. But it's not just that scores dropped for HS students. It's that significant numbers of kids are missing altogether -- just simply do not go to school anymore and haven't since March 2020. Meaning that not only does DC have a massive drop-out/truancy issue that has worsened during the pandemic, but that these abysmal scores actually represent the performance of the kids who are most present in the schools.

We failed the kids, folks. We, the adults, failed our kids. We better come together to fix it.

NP. I have a kid in HS. There is only so much you can do to prevent HS kids from dropping out. If parents don’t value education or that value isn’t instilled in the kids, it is beyond our control. I see this in my own family. My sister has never valued education like I have. Her kids barely made it out of HS. There are always excuses for everything. So sorry no, we didn’t fail. They did. They chose to fail. It wasn’t a priority.

While that is generally true, a good way to ensure a kid on the bubble drops out instead of staying in school is to just close the school for months on end and ask him to log into class from a home that may or may not be conducive to doing so. If you want to write those kids off as lost causes anyway, go ahead, but DCPS has a public mandate to try and make sure that kid gets an education. And they failed. And we'll all pay the price.

Again, kids chose not to participate. DCPS gave out food and computers. School wasn’t a priority for them. There is always an excuse as to why they can’t make it to school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is the least surprising, most depressing news we could have gotten in the first week of school. I feel deeply frustrated by the fact that many of us vocally and proactively talked about this starting in the summer of 2020 and constantly sought solutions that would prevent this from happening, and were repeatedly told to be quiet and that we were being entitled or selfish. This was inevitable and it should have been obvious to all involved when it was happening. That it wasn't is almost more alarming than the fact it happened at all.

This will all be blamed on Covid but I honestly think a lot of people should lose their jobs over this. Especially when you look at the impacts on black and Hispanic kids, and at-risk kids. We're talking 10%+ drops in proficiency across all categories and grade levels.

I also think the more people dig into the high school numbers the worse the problem will get. People on DCUM don't get it because their kids mostly do not attend the HSs in DC vaccine the biggest issues. But it's not just that scores dropped for HS students. It's that significant numbers of kids are missing altogether -- just simply do not go to school anymore and haven't since March 2020. Meaning that not only does DC have a massive drop-out/truancy issue that has worsened during the pandemic, but that these abysmal scores actually represent the performance of the kids who are most present in the schools.

We failed the kids, folks. We, the adults, failed our kids. We better come together to fix it.

NP. I have a kid in HS. There is only so much you can do to prevent HS kids from dropping out. If parents don’t value education or that value isn’t instilled in the kids, it is beyond our control. I see this in my own family. My sister has never valued education like I have. Her kids barely made it out of HS. There are always excuses for everything. So sorry no, we didn’t fail. They did. They chose to fail. It wasn’t a priority.

While that is generally true, a good way to ensure a kid on the bubble drops out instead of staying in school is to just close the school for months on end and ask him to log into class from a home that may or may not be conducive to doing so. If you want to write those kids off as lost causes anyway, go ahead, but DCPS has a public mandate to try and make sure that kid gets an education. And they failed. And we'll all pay the price.

Again, kids chose not to participate. DCPS gave out food and computers. School wasn’t a priority for them. There is always an excuse as to why they can’t make it to school.

It takes a lot of executive function to stay focused on online class. Many kids don’t have it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Are any of the scores broken out so that you can see changes by school? I recognize there are other things at play that you need to control for, but it would be interesting to see what schools had less reductions in scores, and see whether they did anything that could be emulated elsewhere.

(Yes, likely that schools with a higher percentage of higher-SES student probably had less learning loss. But if you controlled for that, statistically.)

You have to put it together yourself and it's kind of a pain. Hopefully they release it.

I don't know if OSSE will, but each school will (or should) do that themselves. Our school has partially -- just overall numbers 2019 vs 2021 -- and I expect will in more detail as they have in the past broken down by at-risk, race, special education, etc. I don't expect that info to go to parents until after parents receive their children's individual results later this month.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All public and charter schools in DC with a 5th grade, is what it looks like to me.

You can't compare fifth grade classes across schools though since so many kids shuffle to middle schools and better feeder patterns in fifth.

What is the best comparison?

Probably 3rd grade for how well the school did distance learning (since those kids did K and 1st remote) or 4th for the school overall. There's attrition in 4th at many schools, but the biggest loss happens all at once in 5th.

+1. Fifth grade classrooms look markedly different from every other elementary grade in schools that don't have middle school pathways. Just look at the threads on MacFarland right now. Aside from a few pioneers, everyone that can get out does get out. That leaves a much more disadvantaged population remaining in fifth. Test scores would reflect that.

3rd grade ELA proficiency (look at Burroughs!)

85.19 Ross Elementary School
84.54 Janney Elementary School
82 Key Elementary School
75.93 Ludlow-Taylor Elementary School
70.49 Stoddert Elementary School
68 Mann Elementary School
67.16 Eaton Elementary School
66.92 Lafayette Elementary School
65.91 Hearst Elementary School
60.98 Shepherd Elementary School
60.34 Brent Elementary School
57.32 Maury Elementary School
54.76 Murch Elementary School

Can you provide the link that you used to get these data? Given my kid's age, I'm most interested in 3rd grade but there is so much in the OSSE files I'm not sure where to start.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All public and charter schools in DC with a 5th grade, is what it looks like to me.

You can't compare fifth grade classes across schools though since so many kids shuffle to middle schools and better feeder patterns in fifth.

What is the best comparison?

9th grade for charters starting in 5th.

As a BASIS family, even I know that's not an entirely fair comparison. BASIS 9th graders have been at the school for 4 years. No exceptions. Latin has some new 9th graders. DCPS HS are inheriting kids from a variety of schools. Even application HS that test in show 9th grade results largely based on where the kids came from.

From my perspective the issue is whether there exists at any school a critical mass of kids who are at or above grade level. If only 30% or so are then that informs how those teachers can teach. Whatever your threshold is combined with changes in scores at the same school YoY are really the only totally useful applications of this data.

Not sure that I follow. Basis also doesn't socially promote and Latin does. So, should we elevate Latin's scores to compensate? That is not how it works.

Both Basis and Latin are 100% lottery and start in 5th grade, so it makes sense to compare the schools' scores after kids have spent at least several years there. Once you do that, you can see that Basis scores are far higher than Latin's.

If you want, you can look at the total scores for 5th through 12th. Those are also much higher at Basis than Latin. This, the result is the same.

[Anonymous]

Anonymous wrote:
5.71 Noyes Elementary School

Dang, Zach Parker needs to do some more read alouds.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Does anyone have the results broken down by demographics? Especially since the overall story seems to be that the shutdown had a much bigger effect on black/AA scores and at risk scores, it seems like the above lists probably just show how many white kids a school has. No?

I'd be more interested to see if there was a big difference once you control for demographics. Did any schools actually handle the pandemic better or worse?

Ludlow-Taylor appears to have the best overall ELA score on the Hill and SWS less good (counting all grades), so definitely not just a measure of how white the schools are.

For ELA:

LT: 69
Brent: 66
Maury: 66
SWS: 56
2 Rivers: 39
Watkins: 37

Interested to see where things land on math.

[Anonymous]

Where are you all seeing the list of schools sorted by proficiency?

[Anonymous]

Anonymous wrote:How are you all pulling this data? When I try to look at the data in the links, it's broken out in really unhelpful ways.

Yes! Where are you copying and pasting this from?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does anyone have the results broken down by demographics? Especially since the overall story seems to be that the shutdown had a much bigger effect on black/AA scores and at risk scores, it seems like the above lists probably just show how many white kids a school has. No?

I'd be more interested to see if there was a big difference once you control for demographics. Did any schools actually handle the pandemic better or worse?

Ludlow-Taylor appears to have the best overall ELA score on the Hill and SWS less good (counting all grades), so definitely not just a measure of how white the schools are.

For ELA:

LT: 69
Brent: 66
Maury: 66
SWS: 56
2 Rivers: 39
Watkins: 37

Interested to see where things land on math.

So I was curious how this was possible given the demographic differences between these schools and it turns out Ludlow-Taylor has among the best ELA scores in the city for both AA and white kids, which is how they managed to come out on top for ELA. For math, the scores for the Hill are rather horrifyingly directly reflective of racial composition with enormous (60!! percentage point!) gulfs in achievement.

So for math:

Watkins 39 (78 white)
LT 44 (79 white)
Maury 59 (80 white)
Brent 67 (81 white)

Only SWS is really off straight demographics with 58 (67 white).

But the horrifying thing here is the AA numbers which range from like 13-20.

[Anonymous]

If I’m not misreading the chart, the AA math proficiency for Van Ness is 6??? In general, I’m kind of shocked by how bad the Van Ness scores are. I think they weren’t even Title 1 last year?