PARCC Scores for Grades 3-8

[Anonymous]

Anonymous wrote:

Anonymous wrote:If you take the average of both scores, here are the best-performing schools (the share of kids scoring 4+):

Janney ES 0.7375
Ross ES 0.7255
Lafayette ES 0.719
Mann ES 0.706
Eaton ES 0.689
Stoddert ES 0.678
Murch ES 0.6745
Key ES 0.6495
Basis DC PCS 0.6335
Brent ES 0.626
Washington Yu Ying PCS 0.6105
DC Prep PCS Edgewood Elementary 0.6045
Washington Latin PCS - Middle School 0.5845
DC Prep PCS Edgewood Middle 0.568
KIPP DC LEAD Academy 0.549
Oyster Adams Bilingual School 0.5445
Deal MS 0.536
Hyde Addison ES 0.5165
School Within School at Goding 0.513
Latin American Montessori Bilingual (LAMB) PCS 0.458
Maury ES 0.44
Shepherd ES 0.4335
Hearst ES 0.4225
Inspired Teaching Demonstration PCS 0.383
Two Rivers PCS 0.375
Mundo Verde Bilingual PCS 0.354

Can you do the same list with the percentage of economically disadvantaged added? Would be helpful seeing which schools do the best with the poorer students. Thanks!

What exactly are these "averages"? Are you simply adding up every available score and dividing by the number of scores? Are you weighting by the number of students taking the test per grade? Good lord, for those schools that have a MS are you including the Algebra scores in your "average"? As in, the Algebra score that even Deal pulled a 2.9% in (not a typo)?

DCUM is such a dangerous place. Someone posts numbers and the sheep on this board comment on it for 9+ pages without even asking if the data makes sense.

[Anonymous]

Anonymous wrote:Oh please, a bumper crops of kids whose parents waited in line to get competitive WL numbers hasn't made YY mostly high SES. Hello, the screening device is the demands imposed by the Mandarin immersion requirement.

Families who can afford instructional software and cable channels from China, immersion summer camps, Chinese au pairs/babysitters/exchange students, family trips to Chinese-speaking countries etc. are the ones whose kids thrive at YY, a school with hardly any native-speaking kids.

Your dismissive tone confuses me. Your points are all valid. But the "wait in line" was also a screening mechanism. How exactly was a single parent or someone working minimum wage suppsed to get a day off (even if they could afford it) to wait in line? Does it make you feel like a bigger man if everyone else is wrong? (sorry, just an assumption that the PP was a man) Must it be a zero sum game? Sheesh.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you take the average of both scores, here are the best-performing schools (the share of kids scoring 4+):

Janney ES 0.7375
Ross ES 0.7255
Lafayette ES 0.719
Mann ES 0.706
Eaton ES 0.689
Stoddert ES 0.678
Murch ES 0.6745
Key ES 0.6495
Basis DC PCS 0.6335
Brent ES 0.626
Washington Yu Ying PCS 0.6105
DC Prep PCS Edgewood Elementary 0.6045
Washington Latin PCS - Middle School 0.5845
DC Prep PCS Edgewood Middle 0.568
KIPP DC LEAD Academy 0.549
Oyster Adams Bilingual School 0.5445
Deal MS 0.536
Hyde Addison ES 0.5165
School Within School at Goding 0.513
Latin American Montessori Bilingual (LAMB) PCS 0.458
Maury ES 0.44
Shepherd ES 0.4335
Hearst ES 0.4225
Inspired Teaching Demonstration PCS 0.383
Two Rivers PCS 0.375
Mundo Verde Bilingual PCS 0.354

Can you do the same list with the percentage of economically disadvantaged added? Would be helpful seeing which schools do the best with the poorer students. Thanks!

What exactly are these "averages"? Are you simply adding up every available score and dividing by the number of scores? Are you weighting by the number of students taking the test per grade? Good lord, for those schools that have a MS are you including the Algebra scores in your "average"? As in, the Algebra score that even Deal pulled a 2.9% in (not a typo)?

DCUM is such a dangerous place. Someone posts numbers and the sheep on this board comment on it for 9+ pages without even asking if the data makes sense.

The real horror is how Deal pulled a 2.9% in Algebra. This is supposed to be the best middle school in DC?? Shudder.

[Anonymous]

Most of the YY students don't get in off the WL, and never have. They get in through the lottery. The wait-in-line system has never brought in the majority.

Common sense dictates that life on Free or Reduced Meals and Chinese studies rarely mix well. Flash forward ten years and the data will have been collected.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you take the average of both scores, here are the best-performing schools (the share of kids scoring 4+):

Janney ES 0.7375
Ross ES 0.7255
Lafayette ES 0.719
Mann ES 0.706
Eaton ES 0.689
Stoddert ES 0.678
Murch ES 0.6745
Key ES 0.6495
Basis DC PCS 0.6335
Brent ES 0.626
Washington Yu Ying PCS 0.6105
DC Prep PCS Edgewood Elementary 0.6045
Washington Latin PCS - Middle School 0.5845
DC Prep PCS Edgewood Middle 0.568
KIPP DC LEAD Academy 0.549
Oyster Adams Bilingual School 0.5445
Deal MS 0.536
Hyde Addison ES 0.5165
School Within School at Goding 0.513
Latin American Montessori Bilingual (LAMB) PCS 0.458
Maury ES 0.44
Shepherd ES 0.4335
Hearst ES 0.4225
Inspired Teaching Demonstration PCS 0.383
Two Rivers PCS 0.375
Mundo Verde Bilingual PCS 0.354

Can you do the same list with the percentage of economically disadvantaged added? Would be helpful seeing which schools do the best with the poorer students. Thanks!

What exactly are these "averages"? Are you simply adding up every available score and dividing by the number of scores? Are you weighting by the number of students taking the test per grade? Good lord, for those schools that have a MS are you including the Algebra scores in your "average"? As in, the Algebra score that even Deal pulled a 2.9% in (not a typo)?

DCUM is such a dangerous place. Someone posts numbers and the sheep on this board comment on it for 9+ pages without even asking if the data makes sense.

The real horror is how Deal pulled a 2.9% in Algebra. This is supposed to be the best middle school in DC?? Shudder.

How could that be? Was there some technical glitch?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you take the average of both scores, here are the best-performing schools (the share of kids scoring 4+):

Janney ES 0.7375
Ross ES 0.7255
Lafayette ES 0.719
Mann ES 0.706
Eaton ES 0.689
Stoddert ES 0.678
Murch ES 0.6745
Key ES 0.6495
Basis DC PCS 0.6335
Brent ES 0.626
Washington Yu Ying PCS 0.6105
DC Prep PCS Edgewood Elementary 0.6045
Washington Latin PCS - Middle School 0.5845
DC Prep PCS Edgewood Middle 0.568
KIPP DC LEAD Academy 0.549
Oyster Adams Bilingual School 0.5445
Deal MS 0.536
Hyde Addison ES 0.5165
School Within School at Goding 0.513
Latin American Montessori Bilingual (LAMB) PCS 0.458
Maury ES 0.44
Shepherd ES 0.4335
Hearst ES 0.4225
Inspired Teaching Demonstration PCS 0.383
Two Rivers PCS 0.375
Mundo Verde Bilingual PCS 0.354

Can you do the same list with the percentage of economically disadvantaged added? Would be helpful seeing which schools do the best with the poorer students. Thanks!

What exactly are these "averages"? Are you simply adding up every available score and dividing by the number of scores? Are you weighting by the number of students taking the test per grade? Good lord, for those schools that have a MS are you including the Algebra scores in your "average"? As in, the Algebra score that even Deal pulled a 2.9% in (not a typo)?

DCUM is such a dangerous place. Someone posts numbers and the sheep on this board comment on it for 9+ pages without even asking if the data makes sense.

The real horror is how Deal pulled a 2.9% in Algebra. This is supposed to be the best middle school in DC?? Shudder.

The chart I'm looking at shows 70.8% of Deal 7th grade Algebra I test takers (out of 185 7th graders in Algebra I) (which is the standard advanced class -- not the small number who would be in Geometry in 7th) scored 4+. What are you looking at?

[Anonymous]

Anonymous wrote:Folks seem to be worried that "less able" kids will impede their own child's learning, or hope that higher performing kids will improve it. That, in principle, seems to make sense. Other smart kids should challenge my own. Children who struggle with learning may demand more of the teacher's time and take away from my own children.

But the data for WOTP elementary schools don't seem to bear that out. As others have pointed out, the scores of white children across most WOTP schools are the same (statistically at least, though that is hard to gauge given this is the first time the test has been administered). Rather the differences seem entirely a result of a yawning achievement gap between white and black students and between economically advantaged and disadvantaged (to use the term provided by the test results). Perhaps that is because AA or economically disadvantaged students in these schools are not behavioral problems. Or perhaps as much as we think we are devoting more resources to help economically disadvantaged children, that in fact is a bit of a fantasy or woefully not enough (or for some, nothing much that schools can do), and the result leaves economically advantaged children (where WOTP white children largely fall) unaffected.

One last thought, it may still be the case that being around other high performing children has some benefit. These data are not definitive. But I might note that being around a diverse set of children -- economically, culturally, racially, etc.. -- may also have lifelong benefits equally or of even greater importance. Benefits that do not show up on a test, but that make for well-rounded and more understanding citizens.

These are worthy points. We do, however, have studies to prove that lower SES children in higher SES schools (particularly if the SES percentage is 25% - 30%, and never less than 50%) perform better than their similarly disadvantaged peers, all things being equal.

It's difficult to account for/compensate for (I'm not sure the best term here) the stability that comes from safe, peaceful homes, with two married parents and high educations. The ingredients for success have already been sown.

I really don't want my children to grow up among the thoughtlessly privileged (little snots who will become big snots). I also don't want them to grow up among the perennially deprived and endangered (the pool of children statistically most likely to become criminals).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Anyone else take notice of Ludlow Taylor's scores relative to last year's miraculous improvement on DCCASS? Things that make you go hmmmmmmmm.........................

L-T scores are not bad at all on this new test either.
Math is in the 40% (same as Maury); they did not do well at all in ELA.

Did you also post the same general accusation on the LA to Capitol Hill-ES thread?

I don't think you are correct in your suspicions. I do think L-T needs to improve their scores in ELA, and then they will be at least as good as Maury, even with a lot more economically disadvantaged kids.

You should double check your understanding of their scores. According to the grade by grade results (for which inexplicably LT had reportable scores in only 3rd grade) they were 34.2% and 21.1% in math and ELA, respectively. Let's compare to other Hill schools, shall we?

Brent 61.8/67.3
Maury 43.9/41.5
J.O. 49.1/30.9

As to my suspicions, the PARCC #'s might lead one to conclude that the one time spike was, at best, anomalous. [cough, cough].

And I have no idea what an "LA to Capitol Hill-ES thread" is, but if someone is questioning LT's prior score spike then I am with them.

LT's math pass rate is 40.5, you left out its 6.3 percent of 5s, and its ELA pass rate is 25.3. I have no dog in this fight and the scores need improvement but at least be accurate when you are admonishing someone for not understanding the scores.

[Anonymous]

I see these results now, thanks. I was breaking them down correctly.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Folks seem to be worried that "less able" kids will impede their own child's learning, or hope that higher performing kids will improve it. That, in principle, seems to make sense. Other smart kids should challenge my own. Children who struggle with learning may demand more of the teacher's time and take away from my own children.

But the data for WOTP elementary schools don't seem to bear that out. As others have pointed out, the scores of white children across most WOTP schools are the same (statistically at least, though that is hard to gauge given this is the first time the test has been administered). Rather the differences seem entirely a result of a yawning achievement gap between white and black students and between economically advantaged and disadvantaged (to use the term provided by the test results). Perhaps that is because AA or economically disadvantaged students in these schools are not behavioral problems. Or perhaps as much as we think we are devoting more resources to help economically disadvantaged children, that in fact is a bit of a fantasy or woefully not enough (or for some, nothing much that schools can do), and the result leaves economically advantaged children (where WOTP white children largely fall) unaffected.

One last thought, it may still be the case that being around other high performing children has some benefit. These data are not definitive. But I might note that being around a diverse set of children -- economically, culturally, racially, etc.. -- may also have lifelong benefits equally or of even greater importance. Benefits that do not show up on a test, but that make for well-rounded and more understanding citizens.

Yes, this. But not just 'more money'. More money applied in smart and meaningful ways that address the underlying problems (e.g., wrap around services). For the cost of one military airplane, we could help a lot of families.

Cutting out the military airplanes at this junction in history is an insane solution. Get the money somewhere else.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Surprised by the low number of SPED at MV. For such a big school - that's pretty low.

Not as low as Basis. That's actually quite disturbing, but then they just kick kids out.

Actually are quite a few 'higher' performing schools with disturbingly low levels of SPED students.

SWW High School - .7%
Banneker - 2.4%
McKinley - 2%
Ellington - 4.6%

That's not as disturbing as you think. Those are DCPS test-in schools. Students who need services within DCPS can still get them. Basis is its own little school district, and it can kick students out whenever it wants until it runs into an IDEA lawsuit.

That's why their newest school is private and not even in DC. They are all about the attrition model.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Surprised by the low number of SPED at MV. For such a big school - that's pretty low.

Not as low as Basis. That's actually quite disturbing, but then they just kick kids out.

Actually are quite a few 'higher' performing schools with disturbingly low levels of SPED students.

SWW High School - .7%
Banneker - 2.4%
McKinley - 2%
Ellington - 4.6%

But those are all admissions schools--you have to take a test to get in and have a certain GPA. Plus there's an interview at SWW, an audition at Ellington, etc. MV and BASIS are lottery schools--they have to take anyone who enters and gets in through the lottery. So you would expect them to have a higher percentage of special ed kids. Now maybe sped parents just aren't entering the lottery for those schools. But it would be weird for sped parents to be much more willing to enter the lottery for LAMB, DC Bilingual, Stokes, etc. and not MV. Is it possible that MV is just more generous in paying for private placements for sped kids and gets them out of the school?

No, it is not. You are ignorant of the law. Individual schools don't pay for non-public placements (the correct term, for those taking notes). OSSE does.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Surprised by the low number of SPED at MV. For such a big school - that's pretty low.

Not as low as Basis. That's actually quite disturbing, but then they just kick kids out.

Actually are quite a few 'higher' performing schools with disturbingly low levels of SPED students.

SWW High School - .7%
Banneker - 2.4%
McKinley - 2%
Ellington - 4.6%

That's not as disturbing as you think. Those are DCPS test-in schools. Students who need services within DCPS can still get them. Basis is its own little school district, and it can kick students out whenever it wants until it runs into an IDEA lawsuit.

That's why their newest school is private and not even in DC. They are all about the attrition model.

PP who's psoted a couple times. It is exactly as disturbing as I think.

My BASIS kid with an IEP is also an advanced learner who needs accommodations and minimal services. I am not sending that child to Coolidge, our IB high school because they cannot meet DC's needs. SWW would not allow extended time and typing accommodation on their entrance exam - which is a huge barrier to entry and makes no sense academically. I don't have the tiem or resources to file an IDEA lawsuit against DCPS over this but we could.

FWIW BASIS, College Board and PARCC allow DC to have extra time, and a computer to type written responses.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Folks seem to be worried that "less able" kids will impede their own child's learning, or hope that higher performing kids will improve it. That, in principle, seems to make sense. Other smart kids should challenge my own. Children who struggle with learning may demand more of the teacher's time and take away from my own children.

But the data for WOTP elementary schools don't seem to bear that out. As others have pointed out, the scores of white children across most WOTP schools are the same (statistically at least, though that is hard to gauge given this is the first time the test has been administered). Rather the differences seem entirely a result of a yawning achievement gap between white and black students and between economically advantaged and disadvantaged (to use the term provided by the test results). Perhaps that is because AA or economically disadvantaged students in these schools are not behavioral problems. Or perhaps as much as we think we are devoting more resources to help economically disadvantaged children, that in fact is a bit of a fantasy or woefully not enough (or for some, nothing much that schools can do), and the result leaves economically advantaged children (where WOTP white children largely fall) unaffected.

One last thought, it may still be the case that being around other high performing children has some benefit. These data are not definitive. But I might note that being around a diverse set of children -- economically, culturally, racially, etc.. -- may also have lifelong benefits equally or of even greater importance. Benefits that do not show up on a test, but that make for well-rounded and more understanding citizens.

These are worthy points. We do, however, have studies to prove that lower SES children in higher SES schools (particularly if the SES percentage is 25% - 30%, and never less than 50%) perform better than their similarly disadvantaged peers, all things being equal.

It's difficult to account for/compensate for (I'm not sure the best term here) the stability that comes from safe, peaceful homes, with two married parents and high educations. The ingredients for success have already been sown.

I really don't want my children to grow up among the thoughtlessly privileged (little snots who will become big snots). I also don't want them to grow up among the perennially deprived and endangered (the pool of children statistically most likely to become criminals).

I think you're missing PP's point. PP is not talking about lower SES children benefiting from higher SES classmates. PP is talking about the higher SES kids benefiting from being exposed to a diverse student body and that some of these benefits may be intangible but real.

[Anonymous]

Anonymous wrote:Oh please, a bumper crops of kids whose parents waited in line to get competitive WL numbers hasn't made YY mostly high SES. Hello, the screening device is the demands imposed by the Mandarin immersion requirement.

Families who can afford instructional software and cable channels from China, immersion summer camps, Chinese au pairs/babysitters/exchange students, family trips to Chinese-speaking countries etc. are the ones whose kids thrive at YY, a school with hardly any native-speaking kids.

This. If you want your child to have the satisfaction of being a high-performing student in the Chinese language classes, you will plan to provide outside supports.