Signs indicate that Eliot-Hine is…

[Anonymous]

improving. How many more years until it will be a school you’d actually have your child attend? Any chance of it becoming an objectively, clearly successful school?

[Anonymous]

I think it is already successful and I would be fine with my child attending. We have several friends who attend.

[Anonymous]

The only reason I'd hesitate would be the high school issue.

[Anonymous]

Anonymous wrote:The only reason I'd hesitate would be the high school issue.

This. It’s fine now but there’s only one (maybe 1.5 with McA) inbounds path for HS in DC.

[Anonymous]

The school is great. Staff are amazing

[Anonymous]

Does Eliot Hine have the IB program like eastern?

[Anonymous]

Anonymous wrote:Does Eliot Hine have the IB program like eastern?[/quote

It has what they call the IB "Middle Years Programme" (https://www.eliothinemiddleschool.org/academics/i_b_programme) - I am about to have my second child start at Eliot, so I can say that they use the language and structure some assignments and projects around the IB curriculum. I have never been at any other school that uses it though, so I can't say if it is done with fidelity. Regardless, we have been happy at the school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Does Eliot Hine have the IB program like eastern?[/quote

It has what they call the IB "Middle Years Programme" (https://www.eliothinemiddleschool.org/academics/i_b_programme) - I am about to have my second child start at Eliot, so I can say that they use the language and structure some assignments and projects around the IB curriculum. I have never been at any other school that uses it though, so I can't say if it is done with fidelity. Regardless, we have been happy at the school.

It has what they call the IB "Middle Years Programme" (https://www.eliothinemiddleschool.org/academics/i_b_programme) - I am about to have my second child start at Eliot, so I can say that they use the language and structure some assignments and projects around the IB curriculum. I have never been at any other school that uses it though, so I can't say if it is done with fidelity. Regardless, we have been happy at the school.

[Anonymous]

Anonymous wrote:improving. How many more years until it will be a school you’d actually have your child attend? Any chance of it becoming an objectively, clearly successful school?

In most cases, the more that active parents with a high regard for education, send their children to a school, the better that school will be.

[Anonymous]

Anonymous wrote:improving. How many more years until it will be a school you’d actually have your child attend? Any chance of it becoming an objectively, clearly successful school?

What signs are you looking at?

One metric is PARCC/CAPE.

If you look at those results, the school is still pretty bad--most kids are below grade level in both reading and math--but it has marginally improved in both in the last 5 years.

E-H still has a long way to go before it would become (if ever) "an objectively, clearly successful school."

PARCC/CAPE

SY 18-19 4+

ELA 22.6
Math 12.7

SY 23-24 4+

ELA 34.6
Math 17.3

[Anonymous]

Depends if you definite "objectively, clearly successful" as

a) having a high percentage of kids passing cape (which could happen if the kids entering are better students OR if the school gets better at preparing kids who start out lower performing)

b) having median growth scores that outperform other dcps schools when controlling for demographics

c) offerings: tracked classes, extracurriculars, certain languages or curricula

d) something else

[Anonymous]

27 kids passed algebra. That's a count and passage rate just slightly lower than Oyster-Adams and Latin. The overall CAPE numbers aren't good, but there's a cohort of high-performing kids and it's not tiny.

[Anonymous]

Anonymous wrote:Depends if you definite "objectively, clearly successful" as

a) having a high percentage of kids passing cape (which could happen if the kids entering are better students OR if the school gets better at preparing kids who start out lower performing)

b) having median growth scores that outperform other dcps schools when controlling for demographics

c) offerings: tracked classes, extracurriculars, certain languages or curricula

d) something else

Not an indicator in itself, but a result of the other factors - enrollment trends can be something to look at. The 8th grade that just graduated was the smallest grade in the school. The rising 8th grade is roughly 1.5 times the size, and the rising 7th grade is even larger. Not sure yet how many 6th graders there will be. When schools are changing quickly the data lags a bit, which may be reflected in test scores in the coming years, since there are always delays in posting those results. Also, I know a lot of people on here are concerned about having a large enough high performing cohort - if you look at the PARCC/CAPE scores and sort by sub groups, you will see that some sub groups are performing amongst the highest in the city.
As discussed on here a lot, figuring out how to chip away at the achievement gap is a whole other conversation/challenge. I am sure all of the trends above can be said about other schools in DC that are experiencing enrollment increases and are in gentrifying neighborhoods.

[Anonymous]

Anonymous wrote:27 kids passed algebra. That's a count and passage rate just slightly lower than Oyster-Adams and Latin. The overall CAPE numbers aren't good, but there's a cohort of high-performing kids and it's not tiny.

Wow go EH! also they are flexible about letting 7th graders take algebra. I think a handful of 6th graders do too (because a few 8th graders do geometry).

[Anonymous]

If you do algebra in 7th, you presumably do geometry in 8th.