PARCC data is up

[Anonymous]

Anonymous wrote:

Anonymous wrote:I haven't seen anyone discuss the school size as part of this. At a school with one to two classes per grade and 20 kids in those classes, just a very small number of kids can skew the statistics significantly. Is this somehow addressed?

DCPS has the same class size at all schools, right?

??

[Anonymous]

Those posts putting scores in the context of demographic make up, are you limiting the demographic to testing grades for Elementary? Because of the demographic changes in DC, the five grades before PARCC testing will be less poor and whiter than the three testing grades. I'm thinking of CMI, ITS, and Lee.

[Anonymous]

Lee only tested through grade 5 this year - they had 31 total test takers, 16 of whom were in grades 4 or 5. I believe their terminal grade will be 6.

The schools that are directly comparable with a 3-8 model (where scores are aggregated and reported together) are Inspired, Two Rivers, and CMI. I think that's it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I haven't seen anyone discuss the school size as part of this. At a school with one to two classes per grade and 20 kids in those classes, just a very small number of kids can skew the statistics significantly. Is this somehow addressed?

DCPS has the same class size at all schools, right?

??

No, it does not. It has the same guidelines for maximums, but if not enough kids show up, the class size will be small.

[Anonymous]

Common Core Standard by grade can be found here (scroll down)

http://www.corestandards.org/read-the-standards/

[Anonymous]

Anonymous wrote:

Anonymous wrote:Have you seen the practice tests? It is very easy to miss a few questions and just miss a 4 or 5 score. It doesn't mean that the student is behind. When I looked at it, there were questions that I wasn't sure about on the elementary test.

According to my child, many kids don’t care about taking PARCC and just speed through it.

Very true in high school. I think that elementary through middle takes it more seriously. Regardless, I don't think that missing a few questions means that you are behind.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Have you seen the practice tests? It is very easy to miss a few questions and just miss a 4 or 5 score. It doesn't mean that the student is behind. When I looked at it, there were questions that I wasn't sure about on the elementary test.

According to my child, many kids don’t care about taking PARCC and just speed through it.

Very true in high school. I think that elementary through middle takes it more seriously. Regardless, I don't think that missing a few questions means that you are behind.

I had multiple students finish the 90 minute section in less than 10 minutes. A few care, the rest think they can’t pass it and don’t try.

[Anonymous]

What do the growth scores mean?

Are they comparing only the kids who’ve been at the school over time?

Do they compare how all of last year’s 4th graders did vs all of this year’s 5th graders?

Or last year’s 5th graders vs this year’s 5th graders?

[Anonymous]

Anonymous wrote:What do the growth scores mean?

Are they comparing only the kids who’ve been at the school over time?

Do they compare how all of last year’s 4th graders did vs all of this year’s 5th graders?

Or last year’s 5th graders vs this year’s 5th graders?

Growth scores compare year to year for the same child, for those that are still at the school. Last year's 4th graders are not entirely the same individuals as this year's 5th graders.

[Anonymous]

Anonymous wrote:Large EOTP non-charter High Schools scraping the barrel bottom with math scores in the 0% - 3% range.

Ballou: 5% / 2%
Cardoza: 13% / 4%
Dunbar: 16% / 0%
Eastern: 25% / 0%

Why isn't this the #1 story in the city?

Why is ballou still operating as a regular public school? Less than 2% at grade level? How can these even be valid diplomas?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Large EOTP non-charter High Schools scraping the barrel bottom with math scores in the 0% - 3% range.

Ballou: 5% / 2%
Cardoza: 13% / 4%
Dunbar: 16% / 0%
Eastern: 25% / 0%

Why isn't this the #1 story in the city?

Why is ballou still operating as a regular public school? Less than 2% at grade level? How can these even be valid diplomas?

I don't even know what this means. It is operating as a school that provides a lot more services than a regular school.

FYI one time they had a contractor run Dunbar for a few years and the results were terrible. Charters do no better when they have to serve all residents and can't push out the difficult kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Large EOTP non-charter High Schools scraping the barrel bottom with math scores in the 0% - 3% range.

Ballou: 5% / 2%
Cardoza: 13% / 4%
Dunbar: 16% / 0%
Eastern: 25% / 0%

Why isn't this the #1 story in the city?

Why is ballou still operating as a regular public school? Less than 2% at grade level? How can these even be valid diplomas?

I don't even know what this means. It is operating as a school that provides a lot more services than a regular school.

FYI one time they had a contractor run Dunbar for a few years and the results were terrible. Charters do no better when they have to serve all residents and can't push out the difficult kids.

It’s true, all you’re saying here is this is how little learning can happen when 90% of your students are at risk.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What do the growth scores mean?

Are they comparing only the kids who’ve been at the school over time?

Do they compare how all of last year’s 4th graders did vs all of this year’s 5th graders?

Or last year’s 5th graders vs this year’s 5th graders?

Growth scores compare year to year for the same child, for those that are still at the school. Last year's 4th graders are not entirely the same individuals as this year's 5th graders.

It also compare growth of the cohort at one school against the typical growth of students citywide.

New students are left out of the calculation the first year in the new school.

[Anonymous]

Anonymous wrote:
I was trying to find data on how multiple sub-groups fared - at-risk male, black male, etc - and came across figures I hadn't seen before for at-risk whites in DC. There were 81 at-risk whites reported in the 2018 public school report card data. 28 had a median growth percentile for math (MGP). For the 28, their MGP for math was 27. For 'not at-risk white', their MGP was 61. At-risk makes a huge difference on performance - no surprise there.

Do you have this data (crosstab of race and/or ethnicity and at-risk city-wide)? I think it's probably not meaningful at the school level because of the small sample size, but I would (especially) like to see if there's a way to tease out something from the citywide data to describe the interaction of the "at-risk" designation and race.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
I was trying to find data on how multiple sub-groups fared - at-risk male, black male, etc - and came across figures I hadn't seen before for at-risk whites in DC. There were 81 at-risk whites reported in the 2018 public school report card data. 28 had a median growth percentile for math (MGP). For the 28, their MGP for math was 27. For 'not at-risk white', their MGP was 61. At-risk makes a huge difference on performance - no surprise there.

Do you have this data (crosstab of race and/or ethnicity and at-risk city-wide)? I think it's probably not meaningful at the school level because of the small sample size, but I would (especially) like to see if there's a way to tease out something from the citywide data to describe the interaction of the "at-risk" designation and race.

You can get a lot of data on the OSSE website. At this point in the year, the DC Schools Report Card stuff is pretty out of date so I would not rely on it.

I would also caution you that not all PARCC scores are reported. Kids have to have been at the school for most of the year to be reported in this data set. At-risk kids are more mobile so over-represented in that non-reported group. So many schools are more at-risk than they seem from this data. Also, MSAA results are not in and at-risk kids might be overrepresented in MSAA takers. Just some things to be aware of.