Eliot-Hine

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The percentage of kids below/at grade level really is not a function of how effective the school is. SO many students arrive at middle school incredibly far behind where they should be. This is a function of so many factors, including quality of elementary school education, pandemic, socioeconomic status, etc. While there is still a lot of progress to be made, the school was recognized earlier this school year for math and reading growth that exceeds other middle schools.

Yes especially since a big chunk of those kids are 3s and not extended behind, and the school tracks for math.

6th grade scoring 1s and 2s:
Math: 59%
ELA: 40%

7th grade scoring 1s and 2s:
Math: 62%
ELA: 44%

8th grade scoring 1s and 2s:
Math: 83%
ELA: 61%

These numbers are abysmal and worst as you go up in grades. I’m assuming the remaining minority left are getting 3 which is still below grade level.

I don’t care what OP is saying about 2 teachers in math class and some pull outs. It’s clear that there is a below grade level and way below grade level.

Is there anyone even getting a 4 or 5 at all? Anyone?

Yes. Here's how that looks.

6th grade scoring 4s and 5s:
Math: 20%
ELA: 36%

7th grade scoring 4s and 5s:
Math: 20%
ELA: 42%

8th grade scoring 4s and 5s:
Math: 5%
ELA: 20%

What’s the breakdown for 5?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The percentage of kids below/at grade level really is not a function of how effective the school is. SO many students arrive at middle school incredibly far behind where they should be. This is a function of so many factors, including quality of elementary school education, pandemic, socioeconomic status, etc. While there is still a lot of progress to be made, the school was recognized earlier this school year for math and reading growth that exceeds other middle schools.

Yes especially since a big chunk of those kids are 3s and not extended behind, and the school tracks for math.

6th grade scoring 1s and 2s:
Math: 59%
ELA: 40%

7th grade scoring 1s and 2s:
Math: 62%
ELA: 44%

8th grade scoring 1s and 2s:
Math: 83%
ELA: 61%

These numbers are abysmal and worst as you go up in grades. I’m assuming the remaining minority left are getting 3 which is still below grade level.

I don’t care what OP is saying about 2 teachers in math class and some pull outs. It’s clear that there is a below grade level and way below grade level.

Is there anyone even getting a 4 or 5 at all? Anyone?

Yes. Here's how that looks.

6th grade scoring 4s and 5s:
Math: 20%
ELA: 36%

7th grade scoring 4s and 5s:
Math: 20%
ELA: 42%

8th grade scoring 4s and 5s:
Math: 5%
ELA: 20%

What’s the breakdown for 5?

Unfortunately not reported on a grade level basis. You can pull school-wide 5s by subject in the DC report card data though.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The percentage of kids below/at grade level really is not a function of how effective the school is. SO many students arrive at middle school incredibly far behind where they should be. This is a function of so many factors, including quality of elementary school education, pandemic, socioeconomic status, etc. While there is still a lot of progress to be made, the school was recognized earlier this school year for math and reading growth that exceeds other middle schools.

Yes especially since a big chunk of those kids are 3s and not extended behind, and the school tracks for math.

6th grade scoring 1s and 2s:
Math: 59%
ELA: 40%

7th grade scoring 1s and 2s:
Math: 62%
ELA: 44%

8th grade scoring 1s and 2s:
Math: 83%
ELA: 61%

These numbers are abysmal and worst as you go up in grades. I’m assuming the remaining minority left are getting 3 which is still below grade level.

I don’t care what OP is saying about 2 teachers in math class and some pull outs. It’s clear that there is a below grade level and way below grade level.

Is there anyone even getting a 4 or 5 at all? Anyone?

Yes. Here's how that looks.

6th grade scoring 4s and 5s:
Math: 20%
ELA: 36%

7th grade scoring 4s and 5s:
Math: 20%
ELA: 42%

8th grade scoring 4s and 5s:
Math: 5%
ELA: 20%

I don’t know what EH is doing but except for the 1 outlier with ELA in 7th, scores are not improving and actually getting worst especially in math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The percentage of kids below/at grade level really is not a function of how effective the school is. SO many students arrive at middle school incredibly far behind where they should be. This is a function of so many factors, including quality of elementary school education, pandemic, socioeconomic status, etc. While there is still a lot of progress to be made, the school was recognized earlier this school year for math and reading growth that exceeds other middle schools.

Yes especially since a big chunk of those kids are 3s and not extended behind, and the school tracks for math.

6th grade scoring 1s and 2s:
Math: 59%
ELA: 40%

7th grade scoring 1s and 2s:
Math: 62%
ELA: 44%

8th grade scoring 1s and 2s:
Math: 83%
ELA: 61%

These numbers are abysmal and worst as you go up in grades. I’m assuming the remaining minority left are getting 3 which is still below grade level.

I don’t care what OP is saying about 2 teachers in math class and some pull outs. It’s clear that there is a below grade level and way below grade level.

Is there anyone even getting a 4 or 5 at all? Anyone?

Yes. Here's how that looks.

6th grade scoring 4s and 5s:
Math: 20%
ELA: 36%

7th grade scoring 4s and 5s:
Math: 20%
ELA: 42%

8th grade scoring 4s and 5s:
Math: 5%
ELA: 20%

What’s the breakdown for 5?

Unfortunately not reported on a grade level basis. You can pull school-wide 5s by subject in the DC report card data though.

5s for last year at Eliot Hine:

ELA
6th - 15/100 test takers
7th - 19/106 test takers
8th - 1/75 test takers

Math
6th - 8/100 test takers
7th - 2/107 test takers
8th - 0/76 test takers

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The percentage of kids below/at grade level really is not a function of how effective the school is. SO many students arrive at middle school incredibly far behind where they should be. This is a function of so many factors, including quality of elementary school education, pandemic, socioeconomic status, etc. While there is still a lot of progress to be made, the school was recognized earlier this school year for math and reading growth that exceeds other middle schools.

Yes especially since a big chunk of those kids are 3s and not extended behind, and the school tracks for math.

6th grade scoring 1s and 2s:
Math: 59%
ELA: 40%

7th grade scoring 1s and 2s:
Math: 62%
ELA: 44%

8th grade scoring 1s and 2s:
Math: 83%
ELA: 61%

These numbers are abysmal and worst as you go up in grades. I’m assuming the remaining minority left are getting 3 which is still below grade level.

I don’t care what OP is saying about 2 teachers in math class and some pull outs. It’s clear that there is a below grade level and way below grade level.

Is there anyone even getting a 4 or 5 at all? Anyone?

Yes. Here's how that looks.

6th grade scoring 4s and 5s:
Math: 20%
ELA: 36%

7th grade scoring 4s and 5s:
Math: 20%
ELA: 42%

8th grade scoring 4s and 5s:
Math: 5%
ELA: 20%

What’s the breakdown for 5?

Unfortunately not reported on a grade level basis. You can pull school-wide 5s by subject in the DC report card data though.

5s for last year at Eliot Hine:

ELA
6th - 15/100 test takers
7th - 19/106 test takers
8th - 1/75 test takers

Math
6th - 8/100 test takers
7th - 2/107 test takers
8th - 0/76 test takers

! Can't believe I somehow missed that tab in the spreadsheet. I see it now.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The percentage of kids below/at grade level really is not a function of how effective the school is. SO many students arrive at middle school incredibly far behind where they should be. This is a function of so many factors, including quality of elementary school education, pandemic, socioeconomic status, etc. While there is still a lot of progress to be made, the school was recognized earlier this school year for math and reading growth that exceeds other middle schools.

Yes especially since a big chunk of those kids are 3s and not extended behind, and the school tracks for math.

6th grade scoring 1s and 2s:
Math: 59%
ELA: 40%

7th grade scoring 1s and 2s:
Math: 62%
ELA: 44%

8th grade scoring 1s and 2s:
Math: 83%
ELA: 61%

These numbers are abysmal and worst as you go up in grades. I’m assuming the remaining minority left are getting 3 which is still below grade level.

I don’t care what OP is saying about 2 teachers in math class and some pull outs. It’s clear that there is a below grade level and way below grade level.

Is there anyone even getting a 4 or 5 at all? Anyone?

Yes. Here's how that looks.

6th grade scoring 4s and 5s:
Math: 20%
ELA: 36%

7th grade scoring 4s and 5s:
Math: 20%
ELA: 42%

8th grade scoring 4s and 5s:
Math: 5%
ELA: 20%

What’s the breakdown for 5?

Unfortunately not reported on a grade level basis. You can pull school-wide 5s by subject in the DC report card data though.

5s for last year at Eliot Hine:

ELA
6th - 15/100 test takers
7th - 19/106 test takers
8th - 1/75 test takers

Math
6th - 8/100 test takers
7th - 2/107 test takers
8th - 0/76 test takers

For comparison.

Deal

ELA
6th - 128/435 test takers
7th - 207/435 test takers
8th - 216/465 test takers

Math
6th - 97/434 test takers
7th - 80/441 test takers
8th - 68/465 test takers

Stuart Hobson

ELA
6th - 8/141 test takers
7th - 29/148 test takers
8th - 29/146 test takers

Math
6th - 2/141
7th - 5/150
8th - 2/143

Jefferson

ELA
6th - 2/123
7th - 12/122
8th - 13/120

Math
6th - 0/121
7th - 0/119
8th - 6/120



Caveat that I've never figured out if this data set is giving scores for every student in a grade regardless of which PARCC they are taking, or if, e.g., the scores for 8th shows only the scores for students who took the 8th grade math PARCC, so not clear to me whether the top math students are actually included here.

[Anonymous]

For me, the appalling thing is the number of 1s and 2s at EH.

[Anonymous]

Is the math just much harder? It’s weird to have two tests we kind of treat as the same but where 2-3x as many kids citywide do better in one than the other. When other states took PARCC, did all schools have this discrepancy?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The percentage of kids below/at grade level really is not a function of how effective the school is. SO many students arrive at middle school incredibly far behind where they should be. This is a function of so many factors, including quality of elementary school education, pandemic, socioeconomic status, etc. While there is still a lot of progress to be made, the school was recognized earlier this school year for math and reading growth that exceeds other middle schools.

Yes especially since a big chunk of those kids are 3s and not extended behind, and the school tracks for math.

6th grade scoring 1s and 2s:
Math: 59%
ELA: 40%

7th grade scoring 1s and 2s:
Math: 62%
ELA: 44%

8th grade scoring 1s and 2s:
Math: 83%
ELA: 61%

These numbers are abysmal and worst as you go up in grades. I’m assuming the remaining minority left are getting 3 which is still below grade level.

I don’t care what OP is saying about 2 teachers in math class and some pull outs. It’s clear that there is a below grade level and way below grade level.

Is there anyone even getting a 4 or 5 at all? Anyone?

Yes. Here's how that looks.

6th grade scoring 4s and 5s:
Math: 20%
ELA: 36%

7th grade scoring 4s and 5s:
Math: 20%
ELA: 42%

8th grade scoring 4s and 5s:
Math: 5%
ELA: 20%

What’s the breakdown for 5?

Unfortunately not reported on a grade level basis. You can pull school-wide 5s by subject in the DC report card data though.

5s for last year at Eliot Hine:

ELA
6th - 15/100 test takers
7th - 19/106 test takers
8th - 1/75 test takers

Math
6th - 8/100 test takers
7th - 2/107 test takers
8th - 0/76 test takers

For comparison.

Deal

ELA
6th - 128/435 test takers
7th - 207/435 test takers
8th - 216/465 test takers

Math
6th - 97/434 test takers
7th - 80/441 test takers
8th - 68/465 test takers

Stuart Hobson

ELA
6th - 8/141 test takers
7th - 29/148 test takers
8th - 29/146 test takers

Math
6th - 2/141
7th - 5/150
8th - 2/143

Jefferson

ELA
6th - 2/123
7th - 12/122
8th - 13/120

Math
6th - 0/121
7th - 0/119
8th - 6/120



Caveat that I've never figured out if this data set is giving scores for every student in a grade regardless of which PARCC they are taking, or if, e.g., the scores for 8th shows only the scores for students who took the 8th grade math PARCC, so not clear to me whether the top math students are actually included here.

[Anonymous]

I think its very hard to get a 5 on math if your school never teaches level 5 material. ELA is different — reading lots outside of school easily helps a lot there.

[Anonymous]

Anonymous wrote:Is the math just much harder? It’s weird to have two tests we kind of treat as the same but where 2-3x as many kids citywide do better in one than the other. When other states took PARCC, did all schools have this discrepancy?

Because math is a building block. If you don’t have the foundation, you will not master more complex problems. Some kids graduate without being able to multiply past 5. How are you going to do multi-step equations, Algebra, etc…

Social promotion is a huge problem in DCPS and this is what you get. Add onto that truancy and no consequences for it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Is the math just much harder? It’s weird to have two tests we kind of treat as the same but where 2-3x as many kids citywide do better in one than the other. When other states took PARCC, did all schools have this discrepancy?

Because math is a building block. If you don’t have the foundation, you will not master more complex problems. Some kids graduate without being able to multiply past 5. How are you going to do multi-step equations, Algebra, etc…

Social promotion is a huge problem in DCPS and this is what you get. Add onto that truancy and no consequences for it.

Lastly, if you think these numbers are so bad for middle, high school is likely even worst.

[Anonymous]

Anonymous wrote:I think its very hard to get a 5 on math if your school never teaches level 5 material. ELA is different — reading lots outside of school easily helps a lot there.

Focus should be on 4s, not 5s.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think its very hard to get a 5 on math if your school never teaches level 5 material. ELA is different — reading lots outside of school easily helps a lot there.

Focus should be on 4s, not 5s.

Depends on your goals, I guess. If you’ve got a 5 student, it’s important to find somewhere with a big enough group of them that they can really learn.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think its very hard to get a 5 on math if your school never teaches level 5 material. ELA is different — reading lots outside of school easily helps a lot there.

Focus should be on 4s, not 5s.

Depends on your goals, I guess. If you’ve got a 5 student, it’s important to find somewhere with a big enough group of them that they can really learn.

If the point of the thread is overall evaluating and comparing if a school outcomes and teaching of grade level material, focus on 4s. 5s aren't common at most schools and generally represent top 96th to 97th percentile overall