MD report cards are out!

[Anonymous]

I would say ALL the numbers look bad. I'm surprised, saddened.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Our local school earned 5 out of 5 stars. Go Oakland Terrace!

Did you look at some of the actual numbers? Not so good.

NP. I'm thrilled Oakland Terrace (our zoned school) is in the 94th percentile.

I'm mildly horrified that the 94th percentile =

55% proficient in math (based on state tests)
60% proficient in language arts (based on state tests)

I'm happy that it positively correlates to, among other factors:

Quality of the school environment
Academic progress

[Anonymous]

Anonymous wrote:I would say ALL the numbers look bad. I'm surprised, saddened.

Not Wayside, Lakewood, Fallsmead, Travilah, etc.

[Anonymous]

Ricahrd Montgomery 56 percentile. take away Magnet and it will be a below average school in MD.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I would say ALL the numbers look bad. I'm surprised, saddened.

Not Wayside, Lakewood, Fallsmead, Travilah, etc.

I am glad some schools are doing well.

[Anonymous]

Einstein is 36th percentile. That is with people who stay so their kids can be in the IB program.

It gets good feedback from parents on this board whose kids actually attend so it's incredible to compare that with the stats.

Below 40% proficiency in math and language
81% graduation rate
Only 79% on track in NINTH GRADE for graduation
34% chronically absent

[Anonymous]

Anonymous wrote:Wow. Richard Montgomery. Ouch.

Hey, my kid's upcounty high school basically got the same as Richard Montgomery!

Oooo, I know:

Northwest High School: 4 out of 5 stars, percentile rank 65, total earned points 60.9, total earned percent 67%
Quince Orchard High School: 4 out of 5 stars, percentile rank 61, total earned points 59.8, total earned percent 66%

How about that?

[Anonymous]

It's important to look not only at the details in the data, but also at the School-at-a-Glance information to understand what special programs are in the school. Some of the special programs have students with profound challenges in many of these measures, and can skew the average lower for the school. For example, if you have a graduating class of 500 and a graduation rate of 94%, that means 30 kids are not graduating on time. But if 20 of those 30 kids are in the building because of a special program, then the home school population graduation rate would be 98%. Yes, the school still needs to support all students in graduating, but judging the quality of the entire school by these numbers is pointless. They are more useful to point out problems areas, and within the school to point out that a particular program isn't working effectively and needs change.

[Anonymous]

Anonymous wrote:It's important to look not only at the details in the data, but also at the School-at-a-Glance information to understand what special programs are in the school. Some of the special programs have students with profound challenges in many of these measures, and can skew the average lower for the school. For example, if you have a graduating class of 500 and a graduation rate of 94%, that means 30 kids are not graduating on time. But if 20 of those 30 kids are in the building because of a special program, then the home school population graduation rate would be 98%. Yes, the school still needs to support all students in graduating, but judging the quality of the entire school by these numbers is pointless. They are more useful to point out problems areas, and within the school to point out that a particular program isn't working effectively and needs change.

No. Using caution in data analysis isn't fun. It's way more fun to make blanket assessments based upon the raw summary provided and then to rub it in the face of people who overpaid for homes in places where schools are ranked surprisingly low.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It's important to look not only at the details in the data, but also at the School-at-a-Glance information to understand what special programs are in the school. Some of the special programs have students with profound challenges in many of these measures, and can skew the average lower for the school. For example, if you have a graduating class of 500 and a graduation rate of 94%, that means 30 kids are not graduating on time. But if 20 of those 30 kids are in the building because of a special program, then the home school population graduation rate would be 98%. Yes, the school still needs to support all students in graduating, but judging the quality of the entire school by these numbers is pointless. They are more useful to point out problems areas, and within the school to point out that a particular program isn't working effectively and needs change.

No. Using caution in data analysis isn't fun. It's way more fun to make blanket assessments based upon the raw summary provided and then to rub it in the face of people who overpaid for homes in places where schools are ranked surprisingly low.

[Anonymous]

Anonymous wrote:I don't get why they put so much on attendance.

If you don't attend school, you don't learn enough to pass and graduate, in theory. In practice, it depends on the type of student.

I'm amused that the school I teach at has 30% of students that are chronically absent. Many of them are advanced students whose parents are generous with writing excuse notes. A day here, a day there, every other week, just because. Lost 10 points just for that. Will be interesting to see how administration approaches that one.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our local school earned 5 out of 5 stars. Go Oakland Terrace!

Did you look at some of the actual numbers? Not so good.

NP. I'm thrilled Oakland Terrace (our zoned school) is in the 94th percentile.

I'm mildly horrified that the 94th percentile =

55% proficient in math (based on state tests)
60% proficient in language arts (based on state tests)

I'm happy that it positively correlates to, among other factors:

Quality of the school environment
Academic progress

You didn't read all the numbers then - did you see how poorly the kids with special needs were fairing when they claim to have such a great program? 25% achievement.

I don't get how the can assess the quality of the school environment. They didn't talk to any parents I know whose kids need more support but are refused.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I don't get why they put so much on attendance.

If you don't attend school, you don't learn enough to pass and graduate, in theory. In practice, it depends on the type of student.

I'm amused that the school I teach at has 30% of students that are chronically absent. Many of them are advanced students whose parents are generous with writing excuse notes. A day here, a day there, every other week, just because. Lost 10 points just for that. Will be interesting to see how administration approaches that one.

You mean like me? I have no issue taking my kid out for travel or something else as I cannot figure out for the life of me what my child learns daily.

[Anonymous]

Anonymous wrote:Einstein is 36th percentile. That is with people who stay so their kids can be in the IB program.

It gets good feedback from parents on this board whose kids actually attend so it's incredible to compare that with the stats.

Below 40% proficiency in math and language
81% graduation rate
Only 79% on track in NINTH GRADE for graduation
34% chronically absent

If kids are struggling that much, it means the elementary schools and middle schools failed them and we need to look much better at what is going on in the early years where these kids missed that vital foundation. I know my kid was refused reading and other help despite a documented need. I can easily see where kids fall in the cracks.

[Anonymous]

Anonymous wrote:My focus school in the Eastern part of the county got 4 stars.....yay for the poors.

Mine too! Woo hoo! FWIW, I am very happy with my child's learning and progress. I have concerns about some of the social stuff, but honestly I'm not sure I wouldn't in a school in a "better" part of the county.