DC data on learning loss

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Moms too stressed out to work and parent but on DCUM all day.

I'm removing my child from all testing for the next 3 years. I am very pro testing but I am really dismayed with how DCPS is using these scores now and miss-reporting.

Can you describe the misreporting in more detail?

A few months ago DCPS reported the "learning loss" of ECE/Kinder saying the slide was major, etc. The issue is tests aren't valid for learning loss - a child has to be in person for 6 weeks to have a valid score and no child had been in person since March. So testing children in September to show a summer slide doesn't really work. Even if the children were in person in September, the test wouldn't be valid until the children had been in school until October. DCPS published the data and there was the normal outrage and then retracted and kept the retraction updates quiet.

I've seen my child test badly for reading the first few weeks of school (me lingering from another room). He was camera shy and I have seen him read those same words with no problems. But per DCPS he's failing at reading. I send the teacher videos of him reading and he's fluid and fine. The teacher is not concerned about his reading. But again he didn't do it right for a digital test so he's failing.

I have seen my child do the math assessment and he was literally guessing at every answer. He got a fair amount right btw but only from guessing. He thought he was "winning" the game. I asked around most of the other children were in the same boat. Again the teacher has told me she has to do this. We also don't have to participate.

I do understand some testing needs to happen for federal funding so it is not always DCPS' driving this. But I can chose to opt-out.

Like I said I am a pro-tester. Our school has great scores and they improve too but its a pandemic this isn't right.

BTW as a pro-tester I do not like the amount of time we are spending teaching to the test, time for testing, etc. I believe it could be done in a better way. I also don't think it should be tied to teacher performance.

THIS. The testing environment is not controlled, so the test isn't valid, so the results aren't valid. Data that is not valid is not reliable. It is completely irresponsible to use data gathered this way for this purpose.

so what data should we use? come on.

Clutch your pearls - no data right now. When we are able to get kids safely back in the classroom then start assessments then and move forward.

Some children will catch up quickly once the mental stain is no longer there; some will need more remediation, etc.

Ah yes, I remember this argument from public service: "only evaluate the things that make us look good and are easy to evaluate"

[Anonymous]

Like, I'm sorry. "Just wing it" isn't a great idea for public education. Like...you want to solve the problem of effective education during COVID through...intuition??

???

[Anonymous]

And really? You think DCPS is going to put money into remediation? Or at least the needed amount?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Moms too stressed out to work and parent but on DCUM all day.

I'm removing my child from all testing for the next 3 years. I am very pro testing but I am really dismayed with how DCPS is using these scores now and miss-reporting.

Can you describe the misreporting in more detail?

A few months ago DCPS reported the "learning loss" of ECE/Kinder saying the slide was major, etc. The issue is tests aren't valid for learning loss - a child has to be in person for 6 weeks to have a valid score and no child had been in person since March. So testing children in September to show a summer slide doesn't really work. Even if the children were in person in September, the test wouldn't be valid until the children had been in school until October. DCPS published the data and there was the normal outrage and then retracted and kept the retraction updates quiet.

I've seen my child test badly for reading the first few weeks of school (me lingering from another room). He was camera shy and I have seen him read those same words with no problems. But per DCPS he's failing at reading. I send the teacher videos of him reading and he's fluid and fine. The teacher is not concerned about his reading. But again he didn't do it right for a digital test so he's failing.

I have seen my child do the math assessment and he was literally guessing at every answer. He got a fair amount right btw but only from guessing. He thought he was "winning" the game. I asked around most of the other children were in the same boat. Again the teacher has told me she has to do this. We also don't have to participate.

I do understand some testing needs to happen for federal funding so it is not always DCPS' driving this. But I can chose to opt-out.

Like I said I am a pro-tester. Our school has great scores and they improve too but its a pandemic this isn't right.

BTW as a pro-tester I do not like the amount of time we are spending teaching to the test, time for testing, etc. I believe it could be done in a better way. I also don't think it should be tied to teacher performance.

THIS. The testing environment is not controlled, so the test isn't valid, so the results aren't valid. Data that is not valid is not reliable. It is completely irresponsible to use data gathered this way for this purpose.

so what data should we use? come on.

Clutch your pearls - no data right now. When we are able to get kids safely back in the classroom then start assessments then and move forward.

Some children will catch up quickly once the mental stain is no longer there; some will need more remediation, etc.

That's absurd. Not to mention, the fact that you claim that assessments are impossible to do over DL drastically reinforces that DL does not work.

[Anonymous]

Although I have to admit that I kind of love this take: "RESEARCHERS GONNA RESEARCH, YALL"

[Anonymous]

Anonymous wrote:Like, I'm sorry. "Just wing it" isn't a great idea for public education. Like...you want to solve the problem of effective education during COVID through...intuition??

???

That's exactly right. When they "feel safe" we can return, and then all the kids will catch up. In the mean time, they are learning resiliency etc.

[Anonymous]

Anonymous wrote:Although I have to admit that I kind of love this take: "RESEARCHERS GONNA RESEARCH, YALL"

Hahahhahah!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Like, I'm sorry. "Just wing it" isn't a great idea for public education. Like...you want to solve the problem of effective education during COVID through...intuition??

???

That's exactly right. When they "feel safe" we can return, and then all the kids will catch up. In the mean time, they are learning resiliency etc.

I'm super glad you aren't in charge.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Like, I'm sorry. "Just wing it" isn't a great idea for public education. Like...you want to solve the problem of effective education during COVID through...intuition??

???

That's exactly right. When they "feel safe" we can return, and then all the kids will catch up. In the mean time, they are learning resiliency etc.

Is this satire?

[Anonymous]

DCPS could spend time finding ways to make DL better and then study DL for results. But we hopefully won't be in DL forever so maybe that is why they aren't looking into it.

But DCPS is also not so good with real plans for the real world.

There are ways to do qualitative research but its more labor intensive than sitting in front of an excel spreadsheet. Ed research might not have the skills to do it. DL is set up so people can easily log into a class and check out how its going. But if the researchers can only do qualitative then????

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Like, I'm sorry. "Just wing it" isn't a great idea for public education. Like...you want to solve the problem of effective education during COVID through...intuition??

???

That's exactly right. When they "feel safe" we can return, and then all the kids will catch up. In the mean time, they are learning resiliency etc.

I'm super glad you aren't in charge.

Pretty sure that PP was being sarcastic.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Like, I'm sorry. "Just wing it" isn't a great idea for public education. Like...you want to solve the problem of effective education during COVID through...intuition??

???

That's exactly right. When they "feel safe" we can return, and then all the kids will catch up. In the mean time, they are learning resiliency etc.

Is this satire?

Obviously. You should know this because she put feel in quotes, among other clues.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Like, I'm sorry. "Just wing it" isn't a great idea for public education. Like...you want to solve the problem of effective education during COVID through...intuition??

???

That's exactly right. When they "feel safe" we can return, and then all the kids will catch up. In the mean time, they are learning resiliency etc.

Is this satire?

Obviously. You should know this because she put feel in quotes, among other clues.

It's so hard to tell in DCUM after a while.

[Anonymous]

I mean, did you read that one thread with Mom McChores who, to provide her child with the socialization that the daughter was missing, encouraged the daughter to call stores and complain?

That was REAL. That was an actual person who thought that was a good idea.

I think. Who knows, anymore, though.

[Anonymous]

Anonymous wrote:I mean, did you read that one thread with Mom McChores who, to provide her child with the socialization that the daughter was missing, encouraged the daughter to call stores and complain?

That was REAL. That was an actual person who thought that was a good idea.

I think. Who knows, anymore, though.

Yes. I saw that, and that was surreal. I also had to really think if the poster above was satire or pro-DL. Hard to tell!