93 national percentile on I-Ready

[Anonymous]

PP here. For math, the kids who are well above the 99th percentile are likely supplementing outside of school. Even if a kid is good at math, if they haven’t been introduced to a concept like exponents or multiplying fractions, it will be hard for them to deduce it on the spot on iready.

[Anonymous]

Unfortunately math instruction is so poor in DCPS that you cannot rely on grades or Iready scores to understand if your child is actually learning. If you have a sense of where you want your kid to be in math (like Algebra in 7th or 8th?) then you need to be going outside of DCPS both to assess and backstop any gaps. I do think that PARCC/CAPE are likely actually better assessments of what your child learned in year than Iready or grades especially since it breaks down the score into sub scores. For example I could see that my kid was doing well on basic math facts but poorly on the parts that required writing/explaining reasoning (which checked out - he is a bright kid but lazy with horrible handwriting).

At 3rd I would definitely take my kid to Mathnasium or somesuch to assess how they are actually doing and ensure they are prepared for algebra. Unfortunately, assuming they do algebra in MS, you will also have to closely monitor whether they are getting the instruction they need. Once they get to HS you can have more assurance that the instruction is better … but up until then, I cannot overstate how well and truly f’d math instruction is in DCPS.

[Anonymous]

Anonymous wrote:Unfortunately math instruction is so poor in DCPS that you cannot rely on grades or Iready scores to understand if your child is actually learning. If you have a sense of where you want your kid to be in math (like Algebra in 7th or 8th?) then you need to be going outside of DCPS both to assess and backstop any gaps. I do think that PARCC/CAPE are likely actually better assessments of what your child learned in year than Iready or grades especially since it breaks down the score into sub scores. For example I could see that my kid was doing well on basic math facts but poorly on the parts that required writing/explaining reasoning (which checked out - he is a bright kid but lazy with horrible handwriting).

At 3rd I would definitely take my kid to Mathnasium or somesuch to assess how they are actually doing and ensure they are prepared for algebra. Unfortunately, assuming they do algebra in MS, you will also have to closely monitor whether they are getting the instruction they need. Once they get to HS you can have more assurance that the instruction is better … but up until then, I cannot overstate how well and truly f’d math instruction is in DCPS.

This has not been our experience in ES or MS.

[Anonymous]

Not sure why you say that math instruction is that bad in DCPS. Based on what? A weak curriculum or something?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Your kid is well above average! And, almost certainly, ahead of grade level.

Anecdotally, a lot of kids in this area do score 99th percentile. They don't get anything special for being more above average than your kid, though. We also don't know if those kids are in your kid's class.

Unless the school gives you a breakdown of the kinds of questions they missed, there is not a lot you can do with this information.

Yes for ELA, no for math. My 5th grader is on grade level (or technically ahead, but only insofar as she’s late 5th grade) at the 99th%ile.

Same for my 2nd grader. 99 percentile but on grade level across the board. He didn't make the cut off for math pull outs at our school.

[Anonymous]

Anonymous wrote:One percent of kids score in the 99th percentile! That's what a percentile is.

ü

Incredible!

[Anonymous]

Anonymous wrote:Not sure why you say that math instruction is that bad in DCPS. Based on what? A weak curriculum or something?

Are you for real? Have you looked at the math scores at all for majority of DCPS elementary schools?

I won’t even go into how awful it is for majority if middle and high schools, many if which has like 90% plus below grade level. Single percentages on grade level.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Not sure why you say that math instruction is that bad in DCPS. Based on what? A weak curriculum or something?

Are you for real? Have you looked at the math scores at all for majority of DCPS elementary schools?

I won’t even go into how awful it is for majority if middle and high schools, many if which has like 90% plus below grade level. Single percentages on grade level.

The schools with greater UMC populations do much better, as always. It’s not about the instruction at our kid’s school, which we think is great. And once you get to a decent middle, they will accelerate.

[Anonymous]

Anonymous wrote:Not sure why you say that math instruction is that bad in DCPS. Based on what? A weak curriculum or something?

How old are your kids?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Unfortunately math instruction is so poor in DCPS that you cannot rely on grades or Iready scores to understand if your child is actually learning. If you have a sense of where you want your kid to be in math (like Algebra in 7th or 8th?) then you need to be going outside of DCPS both to assess and backstop any gaps. I do think that PARCC/CAPE are likely actually better assessments of what your child learned in year than Iready or grades especially since it breaks down the score into sub scores. For example I could see that my kid was doing well on basic math facts but poorly on the parts that required writing/explaining reasoning (which checked out - he is a bright kid but lazy with horrible handwriting).

At 3rd I would definitely take my kid to Mathnasium or somesuch to assess how they are actually doing and ensure they are prepared for algebra. Unfortunately, assuming they do algebra in MS, you will also have to closely monitor whether they are getting the instruction they need. Once they get to HS you can have more assurance that the instruction is better … but up until then, I cannot overstate how well and truly f’d math instruction is in DCPS.

This has not been our experience in ES or MS.

What school and how old?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure why you say that math instruction is that bad in DCPS. Based on what? A weak curriculum or something?

Are you for real? Have you looked at the math scores at all for majority of DCPS elementary schools?

I won’t even go into how awful it is for majority if middle and high schools, many if which has like 90% plus below grade level. Single percentages on grade level.

The schools with greater UMC populations do much better, as always. It’s not about the instruction at our kid’s school, which we think is great. And once you get to a decent middle, they will accelerate.

LOL! You are so naive and obviously have a younger kid. Get back to us in a few years.

The acceleration at middle schools EOTP is actually not advance and just standard. The kids do so poorly that to them advance is in name only.

[Anonymous]

If iready is comparing DC kids then it’s useless. The overwhelming majority of kids are below grade level so any kid higher is going to be at the top.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure why you say that math instruction is that bad in DCPS. Based on what? A weak curriculum or something?

Are you for real? Have you looked at the math scores at all for majority of DCPS elementary schools?

I won’t even go into how awful it is for majority if middle and high schools, many if which has like 90% plus below grade level. Single percentages on grade level.

The schools with greater UMC populations do much better, as always. It’s not about the instruction at our kid’s school, which we think is great. And once you get to a decent middle, they will accelerate.

LOL! You are so naive and obviously have a younger kid. Get back to us in a few years.

The acceleration at middle schools EOTP is actually not advance and just standard. The kids do so poorly that to them advance is in name only.

I'm really not sure what you mean by this. Some EOTP middle schools do offer math acceleration, which I define as Algebra I and Geometry being available before 9th grade and kids scoring at least a 3 on CAPE. They're not just teaching Eureka Math 8th Grade content and calling it accelerated.

Let's try to support our statements with data. You might like to review the OSSE Middle School Advanced Math CAPE spreadsheet. https://app.box.com/s/y0vrq1g8u6p98pd12qdk6g007r8q366p There, one can see that EOTP schools had kids at the Approaching/Meeting/Exceeding level for Algebra I in middle school. This includes Wells, CHML, Hart, Johnson, Stuart-Hobson, McKinley Middle, DC Prep schools, Two Rivers, and others. The Geometry data is harder to research because of the small numbers being suppressed, but it's clear that it's offered at several schools. And as it's a new thing for some schools, it may increase in the future.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure why you say that math instruction is that bad in DCPS. Based on what? A weak curriculum or something?

Are you for real? Have you looked at the math scores at all for majority of DCPS elementary schools?

I won’t even go into how awful it is for majority if middle and high schools, many if which has like 90% plus below grade level. Single percentages on grade level.

The schools with greater UMC populations do much better, as always. It’s not about the instruction at our kid’s school, which we think is great. And once you get to a decent middle, they will accelerate.

LOL! You are so naive and obviously have a younger kid. Get back to us in a few years.

The acceleration at middle schools EOTP is actually not advance and just standard. The kids do so poorly that to them advance is in name only.

I'm really not sure what you mean by this. Some EOTP middle schools do offer math acceleration, which I define as Algebra I and Geometry being available before 9th grade and kids scoring at least a 3 on CAPE. They're not just teaching Eureka Math 8th Grade content and calling it accelerated.

Let's try to support our statements with data. You might like to review the OSSE Middle School Advanced Math CAPE spreadsheet. https://app.box.com/s/y0vrq1g8u6p98pd12qdk6g007r8q366p There, one can see that EOTP schools had kids at the Approaching/Meeting/Exceeding level for Algebra I in middle school. This includes Wells, CHML, Hart, Johnson, Stuart-Hobson, McKinley Middle, DC Prep schools, Two Rivers, and others. The Geometry data is harder to research because of the small numbers being suppressed, but it's clear that it's offered at several schools. And as it's a new thing for some schools, it may increase in the future.

You can ignore all data above because approaching and a 3 is NOT grade level.

It is so exhausting the low standards in this town.

4 is the floor and grade level. Now tell me how many 5 kids and we are talking..

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure why you say that math instruction is that bad in DCPS. Based on what? A weak curriculum or something?

Are you for real? Have you looked at the math scores at all for majority of DCPS elementary schools?

I won’t even go into how awful it is for majority if middle and high schools, many if which has like 90% plus below grade level. Single percentages on grade level.

The schools with greater UMC populations do much better, as always. It’s not about the instruction at our kid’s school, which we think is great. And once you get to a decent middle, they will accelerate.

LOL! You are so naive and obviously have a younger kid. Get back to us in a few years.

The acceleration at middle schools EOTP is actually not advance and just standard. The kids do so poorly that to them advance is in name only.

I'm really not sure what you mean by this. Some EOTP middle schools do offer math acceleration, which I define as Algebra I and Geometry being available before 9th grade and kids scoring at least a 3 on CAPE. They're not just teaching Eureka Math 8th Grade content and calling it accelerated.

Let's try to support our statements with data. You might like to review the OSSE Middle School Advanced Math CAPE spreadsheet. https://app.box.com/s/y0vrq1g8u6p98pd12qdk6g007r8q366p There, one can see that EOTP schools had kids at the Approaching/Meeting/Exceeding level for Algebra I in middle school. This includes Wells, CHML, Hart, Johnson, Stuart-Hobson, McKinley Middle, DC Prep schools, Two Rivers, and others. The Geometry data is harder to research because of the small numbers being suppressed, but it's clear that it's offered at several schools. And as it's a new thing for some schools, it may increase in the future.

You can ignore all data above because approaching and a 3 is NOT grade level.

It is so exhausting the low standards in this town.

4 is the floor and grade level. Now tell me how many 5 kids and we are talking..

Well, in our system since Geometry is officially 10th grade math, I believe an 8th grader taking it would be considered above grade level even if they only scored a 3 on the CAPE. Grade level would be a 4 on the 8th Grade Math CAPE.

But anyway, you can see the data at the link I posted above. I'm honestly not sure I'm reading it correctly, and it's hard to say precisely how many kids score a 5 because the smaller numbers are suppressed and many schools just aren't big enough to have numbers over 10 or the data is suppressed according to the rules. But I can see that at Wells middle school, 60 percent of the kids taking Algebra I scored a 4, and 8 percent scored a 5. At MacFarland, 74 percent of Algebra I test-takers scored a 4 and 12 percent scored a 5. At Stuart-Hobson, 59 percent scored a 4 and 10.7 percent scored a 5. So that is some examples of EOTP middle schools with kids passing the CAPE above their grade level.

I'm not sure why you feel the need to disparage EOTP middle schools and their students with such a broad brush.