PARCC data is up

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t know if this is a small sample size issue, but looking at the raw data, ITS and LAMB seem to have horrible success with at risk- students whereas YY and Sela seem to be killing it. Maybe the alphabet/language root decoding is helping math scores?

YY has vanishingly few at-risk kids, so I don't know that you can draw a lot of conclusions from it. And Sela's population is also pretty small.

I think ITS' at risk kids are more in the middle school.due to backfilling, and it is hard to catch kids up if they enter far behind.

The conclusion you can draw from YY's set up is that a little Mandarin works to scare away almost all the at-risk kids, the entire point of the artifice.

Go YY, for killing it!

As I YY parent, I can assure you that there are many families there that are stretching to call themselves middle class.

That is not what at-risk means. The statutory definition is homeless, in foster care, on TANF or SNAP, or for high school kids, old for their grade. Having middle or low-middle income families is a very different and much, much easier thing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I live in Southwest and was so pleased to see Amidon's improvement. A bunch of community members offered weekly small group or one-on-one math tutoring to 3rd graders and it looks like that helped (of course, more credit is due to the teachers!).

Jefferson Academy is also showing improvement. This is the first year they had enough white students for their scores to be broken out and they were 100% proficient in ELA and 91% in math--better than the same group at Latin, Deal, or Stuart-Hobson (the only schools I checked). The school also exceeded DC averages for ELA for both at-risk and non-at-risk students, though math has a ways to go.

SSS to reach that conclusion for Jefferson and probably Stuart Hobson. Shocking that white students are more affluent and less likely to be at risk wherever they are in DC. Not really news.

I don't know what SSS means but if white Jefferson students are doing better than white students at Deal, SH, or WL, it should help parents of white kids IB for Jefferson feel more confident enrolling their kids there. I often hear people in various parts of the city say their IB school is "not an option" because of concerns that the school is too focused on bringing up the scores of at-risk kids and won't serve their kid well, or because they're worried their kid won't have any high-performing peers. Jefferson's test results should help dispel both of those concerns (I'll be curious to see the MGP scores as well), though I know there are still plenty of families that will make other middle school choices.

Jefferson is 1% white. How many students is that? It’s easy to reach 100% proficient if you’re only talking about a couple of children.

It's 2% on the OSSE report card. Given the 91% for math, I'd guess there were 11 white students tested. I don't think it's easy to get proficiency rates that high, and if it were so easy, why aren't other schools doing it? More importantly, JA is outperforming DC averages in ELA for both at-risk and non-at-risk kids. That's a good thing. I'm optimistic that with Dohmann (a former math teacher at the school) back as principal they can make some progress on the math scores without losing ground on ELA.

Jefferson and Stuart Hobson both have tracking/honors that's what it takes for higher SES folks to embrace inbound public schools outside of ward 3

[Anonymous]

Anonymous wrote:Hello 50 point achievement gap at its.

It's shocking really.

Grade Black White 4th 60/53 95/86 5th 23/9 72/67 6th 48/9 100/67 7th 23/0 too few to report 8th 36/36 too few

Those 5th-7th math scores are horrible. We left ITS in part because, in the higher grades, there's too much focus on SJ political stuff (IMO) and not enough on core material and critical thinking. Plus, who wants their DC in a math class where NOT ONE other child is on grade level. Grim.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t know if this is a small sample size issue, but looking at the raw data, ITS and LAMB seem to have horrible success with at risk- students whereas YY and Sela seem to be killing it. Maybe the alphabet/language root decoding is helping math scores?

YY has vanishingly few at-risk kids, so I don't know that you can draw a lot of conclusions from it. And Sela's population is also pretty small.

I think ITS' at risk kids are more in the middle school.due to backfilling, and it is hard to catch kids up if they enter far behind.

The conclusion you can draw from YY's set up is that a little Mandarin works to scare away almost all the at-risk kids, the entire point of the artifice.

Go YY, for killing it!

As I YY parent, I can assure you that there are many families there that are stretching to call themselves middle class.

That is not what at-risk means. The statutory definition is homeless, in foster care, on TANF or SNAP, or for high school kids, old for their grade. Having middle or low-middle income families is a very different and much, much easier thing.

Fair enough. I doubt many impoverished homeless people prioritize Mandarin education for their offspring, or even know what it is. That doesn't mean Mandarin education is "artifice" to exclude them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t know if this is a small sample size issue, but looking at the raw data, ITS and LAMB seem to have horrible success with at risk- students whereas YY and Sela seem to be killing it. Maybe the alphabet/language root decoding is helping math scores?

YY has vanishingly few at-risk kids, so I don't know that you can draw a lot of conclusions from it. And Sela's population is also pretty small.

I think ITS' at risk kids are more in the middle school.due to backfilling, and it is hard to catch kids up if they enter far behind.

The conclusion you can draw from YY's set up is that a little Mandarin works to scare away almost all the at-risk kids, the entire point of the artifice.

Go YY, for killing it!

As I YY parent, I can assure you that there are many families there that are stretching to call themselves middle class.

That is not what at-risk means. The statutory definition is homeless, in foster care, on TANF or SNAP, or for high school kids, old for their grade. Having middle or low-middle income families is a very different and much, much easier thing.

Fair enough. I doubt many impoverished homeless people prioritize Mandarin education for their offspring, or even know what it is. That doesn't mean Mandarin education is "artifice" to exclude them.

You only have to meet one of the criteria. And YY is very loe on low-income kids as well. Not saying it is due to misconduct, but your test scores be worse if you had to take a fair share.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:most depressing experience so far is looking at the EOTP schools near me and seeing in the spreadsheets that of any group, the number of students that actually hit the exceeds category at the top reflects 1 student, sometimes 2 students.

I want someone to find those 1-2 students in the low performing schools and give them the world. They must be so remarkable.

How about finding the many more who could with something more. There is so much potential in these kids. What do the 1-2 get that the others don't??

Parents who care? Or are there?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hello 50 point achievement gap at its.

Isn't it always bad at ITS? I know it was last year.

Yes, it was last year too. Families have been vocally upset about it, administration also, and one of the principals transitioned to a new position this coming school year focused on access, culture, and equity. We'll see...

Culture and access isn’t going to move the needle on academic proficiency. The school says it has expert faculty and trains teachers to go on and become master teachers. They aren’t master reachers if they can’t reach everyone.

The school is failing in its mission.

They really are trying, and the middle school changes looked good to me. But I am distressed by the lack of at-risk kids in elementary as well as by the achievement gap, which is large even in 3rd grade.

"one of the principals transitioned to a new position this coming school year focused on access, culture, and equity"

This implies that the school isn't currently accessible to black kids, or have a welcoming culture, or treat them fairly. The school is overwhelmingly focused on black kids from top to bottom, overwhelmingly staffed by non-white teachers, overwhelmingly "woke" with respect to BLM and other cultural movements focused on urban blacks, with white families who are overwhelmingly extremely progressive, and and so on. All indications are that the gap has nothing to do with the school, and everything to do with parenting and home life.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hello 50 point achievement gap at its.

Isn't it always bad at ITS? I know it was last year.

Yes, it was last year too. Families have been vocally upset about it, administration also, and one of the principals transitioned to a new position this coming school year focused on access, culture, and equity. We'll see...

Culture and access isn’t going to move the needle on academic proficiency. The school says it has expert faculty and trains teachers to go on and become master teachers. They aren’t master reachers if they can’t reach everyone.

The school is failing in its mission.

They really are trying, and the middle school changes looked good to me. But I am distressed by the lack of at-risk kids in elementary as well as by the achievement gap, which is large even in 3rd grade.

"one of the principals transitioned to a new position this coming school year focused on access, culture, and equity"

This implies that the school isn't currently accessible to black kids, or have a welcoming culture, or treat them fairly. The school is overwhelmingly focused on black kids from top to bottom, overwhelmingly staffed by non-white teachers, overwhelmingly "woke" with respect to BLM and other cultural movements focused on urban blacks, with white families who are overwhelmingly extremely progressive, and and so on. All indications are that the gap has nothing to do with the school, and everything to do with parenting and home life.

The alarming thing is that the gap persists even with a low at-risk population and a robust middle to upper income AA population.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t know if this is a small sample size issue, but looking at the raw data, ITS and LAMB seem to have horrible success with at risk- students whereas YY and Sela seem to be killing it. Maybe the alphabet/language root decoding is helping math scores?

YY has vanishingly few at-risk kids, so I don't know that you can draw a lot of conclusions from it. And Sela's population is also pretty small.

I think ITS' at risk kids are more in the middle school.due to backfilling, and it is hard to catch kids up if they enter far behind.

The conclusion you can draw from YY's set up is that a little Mandarin works to scare away almost all the at-risk kids, the entire point of the artifice.

Go YY, for killing it!

As I YY parent, I can assure you that there are many families there that are stretching to call themselves middle class.

That is not what at-risk means. The statutory definition is homeless, in foster care, on TANF or SNAP, or for high school kids, old for their grade. Having middle or low-middle income families is a very different and much, much easier thing.

Fair enough. I doubt many impoverished homeless people prioritize Mandarin education for their offspring, or even know what it is. That doesn't mean Mandarin education is "artifice" to exclude them.

You only have to meet one of the criteria. And YY is very loe on low-income kids as well. Not saying it is due to misconduct, but your test scores be worse if you had to take a fair share.

"Fair share." Every runner needs their "fair share" of weights and chains to keep them from getting ahead of the pack, just as every smart person needs a radio transmitter embedded in their brain to broadcast static so as to reduce them to LCD.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t know if this is a small sample size issue, but looking at the raw data, ITS and LAMB seem to have horrible success with at risk- students whereas YY and Sela seem to be killing it. Maybe the alphabet/language root decoding is helping math scores?

YY has vanishingly few at-risk kids, so I don't know that you can draw a lot of conclusions from it. And Sela's population is also pretty small.

I think ITS' at risk kids are more in the middle school.due to backfilling, and it is hard to catch kids up if they enter far behind.

The conclusion you can draw from YY's set up is that a little Mandarin works to scare away almost all the at-risk kids, the entire point of the artifice.

Go YY, for killing it!

As I YY parent, I can assure you that there are many families there that are stretching to call themselves middle class.

That is not what at-risk means. The statutory definition is homeless, in foster care, on TANF or SNAP, or for high school kids, old for their grade. Having middle or low-middle income families is a very different and much, much easier thing.

Fair enough. I doubt many impoverished homeless people prioritize Mandarin education for their offspring, or even know what it is. That doesn't mean Mandarin education is "artifice" to exclude them.

You only have to meet one of the criteria. And YY is very loe on low-income kids as well. Not saying it is due to misconduct, but your test scores be worse if you had to take a fair share.

"Fair share." Every runner needs their "fair share" of weights and chains to keep them from getting ahead of the pack, just as every smart person needs a radio transmitter embedded in their brain to broadcast static so as to reduce them to LCD.

If you see at-risk kids as weights and chains that keep your child from getting ahead, I'm sorry for you. Must be a hard way to live. Stay in your bubble and keep your nasty attitude away from the rest of us.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I live in Southwest and was so pleased to see Amidon's improvement. A bunch of community members offered weekly small group or one-on-one math tutoring to 3rd graders and it looks like that helped (of course, more credit is due to the teachers!).

Jefferson Academy is also showing improvement. This is the first year they had enough white students for their scores to be broken out and they were 100% proficient in ELA and 91% in math--better than the same group at Latin, Deal, or Stuart-Hobson (the only schools I checked). The school also exceeded DC averages for ELA for both at-risk and non-at-risk students, though math has a ways to go.

SSS to reach that conclusion for Jefferson and probably Stuart Hobson. Shocking that white students are more affluent and less likely to be at risk wherever they are in DC. Not really news.

I don't know what SSS means but if white Jefferson students are doing better than white students at Deal, SH, or WL, it should help parents of white kids IB for Jefferson feel more confident enrolling their kids there. I often hear people in various parts of the city say their IB school is "not an option" because of concerns that the school is too focused on bringing up the scores of at-risk kids and won't serve their kid well, or because they're worried their kid won't have any high-performing peers. Jefferson's test results should help dispel both of those concerns (I'll be curious to see the MGP scores as well), though I know there are still plenty of families that will make other middle school choices.

Jefferson is 1% white. How many students is that? It’s easy to reach 100% proficient if you’re only talking about a couple of children.

It's 2% on the OSSE report card. Given the 91% for math, I'd guess there were 11 white students tested. I don't think it's easy to get proficiency rates that high, and if it were so easy, why aren't other schools doing it? More importantly, JA is outperforming DC averages in ELA for both at-risk and non-at-risk kids. That's a good thing. I'm optimistic that with Dohmann (a former math teacher at the school) back as principal they can make some progress on the math scores without losing ground on ELA.

Jefferson and Stuart Hobson both have tracking/honors that's what it takes for higher SES folks to embrace inbound public schools outside of ward 3

OK ... you asked about small sample size and its importance is obviously not self-evident to you. 11 students is not a sufficient number of students to draw meaningful conclusions or comparisons to other schools. The reasons to get behind Jefferson (and there are plenty of positives) have little to nothing to do with a very small cadre of Hill parents that recently opted in.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t know if this is a small sample size issue, but looking at the raw data, ITS and LAMB seem to have horrible success with at risk- students whereas YY and Sela seem to be killing it. Maybe the alphabet/language root decoding is helping math scores?

YY has vanishingly few at-risk kids, so I don't know that you can draw a lot of conclusions from it. And Sela's population is also pretty small.

I think ITS' at risk kids are more in the middle school.due to backfilling, and it is hard to catch kids up if they enter far behind.

The conclusion you can draw from YY's set up is that a little Mandarin works to scare away almost all the at-risk kids, the entire point of the artifice.

Go YY, for killing it!

As I YY parent, I can assure you that there are many families there that are stretching to call themselves middle class.

That is not what at-risk means. The statutory definition is homeless, in foster care, on TANF or SNAP, or for high school kids, old for their grade. Having middle or low-middle income families is a very different and much, much easier thing.

Fair enough. I doubt many impoverished homeless people prioritize Mandarin education for their offspring, or even know what it is. That doesn't mean Mandarin education is "artifice" to exclude them.

You only have to meet one of the criteria. And YY is very loe on low-income kids as well. Not saying it is due to misconduct, but your test scores be worse if you had to take a fair share.

"Fair share." Every runner needs their "fair share" of weights and chains to keep them from getting ahead of the pack, just as every smart person needs a radio transmitter embedded in their brain to broadcast static so as to reduce them to LCD.

If you see at-risk kids as weights and chains that keep your child from getting ahead, I'm sorry for you. Must be a hard way to live. Stay in your bubble and keep your nasty attitude away from the rest of us.

It was an allusion to a work by Kurt Vonnegut, Jr, that seems relevant to many of these discussions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I live in Southwest and was so pleased to see Amidon's improvement. A bunch of community members offered weekly small group or one-on-one math tutoring to 3rd graders and it looks like that helped (of course, more credit is due to the teachers!).

Jefferson Academy is also showing improvement. This is the first year they had enough white students for their scores to be broken out and they were 100% proficient in ELA and 91% in math--better than the same group at Latin, Deal, or Stuart-Hobson (the only schools I checked). The school also exceeded DC averages for ELA for both at-risk and non-at-risk students, though math has a ways to go.

SSS to reach that conclusion for Jefferson and probably Stuart Hobson. Shocking that white students are more affluent and less likely to be at risk wherever they are in DC. Not really news.

I don't know what SSS means but if white Jefferson students are doing better than white students at Deal, SH, or WL, it should help parents of white kids IB for Jefferson feel more confident enrolling their kids there. I often hear people in various parts of the city say their IB school is "not an option" because of concerns that the school is too focused on bringing up the scores of at-risk kids and won't serve their kid well, or because they're worried their kid won't have any high-performing peers. Jefferson's test results should help dispel both of those concerns (I'll be curious to see the MGP scores as well), though I know there are still plenty of families that will make other middle school choices.

Jefferson is 1% white. How many students is that? It’s easy to reach 100% proficient if you’re only talking about a couple of children.

It's 2% on the OSSE report card. Given the 91% for math, I'd guess there were 11 white students tested. I don't think it's easy to get proficiency rates that high, and if it were so easy, why aren't other schools doing it? More importantly, JA is outperforming DC averages in ELA for both at-risk and non-at-risk kids. That's a good thing. I'm optimistic that with Dohmann (a former math teacher at the school) back as principal they can make some progress on the math scores without losing ground on ELA.

Jefferson and Stuart Hobson both have tracking/honors that's what it takes for higher SES folks to embrace inbound public schools outside of ward 3

OK ... you asked about small sample size and its importance is obviously not self-evident to you. 11 students is not a sufficient number of students to draw meaningful conclusions or comparisons to other schools. The reasons to get behind Jefferson (and there are plenty of positives) have little to nothing to do with a very small cadre of Hill parents that recently opted in.

If your reason for avoiding Jefferson is that your white kid won't have a cohort of high achievers or will stop getting 4s and 5s on the PARCC if their classes include kids of different races and income levels, then this data helps. I agree that it shouldn't be necessary to get IB people to choose JA, but for some of them it might make a difference in what they choose.

[Anonymous]

How exactly is Coolidge Early College going to work if they can’t pass the PARCC?

[Anonymous]

Anonymous wrote:How exactly is Coolidge Early College going to work if they can’t pass the PARCC?

The Coolidge Early College cohort had to apply and have a 4 or 5 on PARCC to be admitted. It isn’t a neighborhood school.

Bard has no test requirements for admission. Both schools are optioning next week, so time will tell.