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Anonymous
Elliot Hine’s scores are significantly worse: Proficiency rates for 8th grade at EH: ELA: 15 of 75 (20%) Math (8th grade): data suppressed (<5%) Math (Algebra 1): data suppressed (<5%) Proficiency rates for 8th grade at SH: ELA: 68 of 146 (47%) Math (8th grade): 6 of 114 (5%) Math (Algebra 1): 22 of 29 (76%) |
Anonymous
I asked for the 8th grade data disaggregated by race & at-risk status. And what do you make of the aggregated data for all grades being similar between the two schools? Seems to me that EH just had a more difficult 8th grade year but 7th and 8th were better than SH. |
Anonymous
I don't have the time to go through and pull data by subgroup, but as the PP who mentioned not loving just PARCC/CAPE scores, I wanted to respond really quick. In some ways PARCC/CAPE allows apples to apples comparison, sure. But what those scores do not show or take into account is where the kids started off before whatever year was tested. As a parent and educator, I care a lot more about the quality of instruction in a school, and I would love to see how much growth the kids that are actually in the school are having. If kids are coming into a testing grade already scoring high and then scoring high again that is great but doesn't tell me necessarily if the instruction is strong in that grade. If kids are coming in at various levels and showing significant growth, regardless of if that score a 5, if a huge percent of them make 1-2 years of growth in a given year I think that is a good sign Maybe I am the only one who would appreciate that info, but I would guess other parents would find it helpful too. |
Anonymous
So if the 95%+ of kids who are not proficient in math at Elliot Hine are a certain race that matters … why? |
Anonymous
| where can I find the link to pull the data from? |
Anonymous
https://dcps.dc.gov/publication/dcps-data-set-parcc I believe if you open the excel doc here you can sort by various categories |
Anonymous
Because the assertion here is that EH is a “bad” school that cannot teach the average DCUM kid (who is white and privileged). The data show otherwise. Don’t pretend that this is all about how much you care about black kids. (FWIW EH has a lot of black kids doing well - but yes, also a lot of kids without the privileges of the average DCUM kid.) |
Anonymous
Not sure if this is what folks are referring to -- but I found a similar thread from last fall - this topic gets discussed a lot on here ... https://www.dcurbanmom.com/jforum/posts/list/60/1152469.page#25684897 "Re: that last statement of demographics are destiny, a prior poster on the PARCC thread from last week (that thread has current data, myschooldc is still referencing the prior year) pulled out the data below with regards who what percent of a specific subgroup scored 4/5 on PARCC. Race/Ethnicity White - ELA: Hardy: 86% Deal: 92% Eliot Hine: >95% Race/Ethnicity White - Math: Hardy - DS, too small to report Deal: 84% Eliot-Hine: 86% I am not sure if our city is worse or on par with other cities with regards to the achievement gap between sub groups, but it breaks my heart and is a much more complex problem than class size or types of programs at a school. (for those of you who have not yet waded into that data, this dashboard is bit more user friendly than the huge spreadsheet OSSE uploaded last week https://www.empowerk12.org/data-dashboard-source/dc-parcc-dash) About the IB topic, from what I have heard, the current principal at Eliot Hine (who has been there 6 years now I believe) has been pretty transparent that when she first started there was a lot of room to grow, but that they have been putting a lot of effort into training, shifting frameworks, etc. But I agree with the original poster who said that the boundary committee folks should think about which elementary/middle/high schools feed into each other so the programs can build on each other. |
Anonymous
The OSSE report cards also have a lot of disaggregated data that might be more digestible for some than the excel files. |
Anonymous
NP. Nice try. You asked for data disproving your theory. When presented with it you still disregard. If you want to believe EH is as good or better based on your desire, by all means proceed. Just stop pretending it is based on empirical data. |
Anonymous
Here is the dirty little secret at these poor performing schools where 95% plus kids are not grade level. The white parents supplement a lot. And no there are not a lot of black kids doing well if less then 5% of kids are on grade level of above in math and only 20% of kids are on grade level in ELA. If you further break down to above grade level, I bet there would be less then a handful above grade level. The data is there and I agree with another poster why PP keep asserting things when it’s clearly not true. |
Anonymous
It’s based on my direct experience and empirical data. |
Anonymous
EH has a lot more than 5% on grade level and supplementing is something people do at all types of school. |
Anonymous
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I see the naysayers are out in force and have literally nothing to add
Look, if you will be satisfied with nothing less than a peer group 100% like your kid, no DCPS school will satisfy you. Meanwhile those of us with kids actually at these schools are telling you that the sky isn’t falling. |
Anonymous
In my experience and observation actually the parents of high achievng white kids at these schools do NOT supplement a lot. Like they are not all enrolling their kids in mathnasium or sending them to academic summer camps or whatever. They definitely are not hiring tutors. They aren't doing the stuff you see in wealthy communities in private schools or wealthy publics. Rather I think what you are seeing is a self-selecting group. Upper middle class parents whose kids struggle or don't easily perform at or above grade level in elementary are much less likely to send their kids to a school like E-H. Those are the parents who will prioritize getting into a charter or moving for better schools because they perceive their kids as needing more of a push to do well and worry that being in a school where 90% of students are below grade level will not be sufficient for helping them improve. They don't just send them to E-H and hire a tutor -- they choose a different school. You also see this with mc and umc black families in the Eastern feeders btw. Parents who care about academics but whose kids struggle with reading or do poorly on the PARCC (CAPE) in elementary don't just stick it out in these schools and hope for the best. They go elsewhere (charters or moving or privates just like with white families). But there are also black families whose kids do well in elementary at the E-H feeders and as with those white families decide to stay within the feeder system even though they know there are many low performing kids because it is socially easier for their kids and the commute is easy if their kids aren't struggling why rock the boat. Notably these parents don't worry about behavioral issues because the truth is that E-H and it's feeders don't have a lot of behavioral problems. Some but you see that at any public school. Anyway I see this argument all the time that white parents at schools like this all supplement a lot and it just is not true. There are reasons the white kids at these schools tend to be strong academically but it's not because their parents are doing a ton of work with them outside of school. |