CAPE Score Comparison for Caucasian students at Schools with Spanish Immersion

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Strongly disagree and we have lived EotP for 20 years. If you want to build a strong urban neighborhood school system you need to prioritize attracting residents of a school’s catchment area to the program, like the burbs do. All the crazy school commutes in DC are a real drag, as is insufficient middle school challenge for most middle class students. Weak partial language immersion options in DCPS after ES outside Adams are another losing proposition.

If DCPS wanted more buy in from parents east of the park (I’m one of them) they would need to bring back test in advanced classes for high achieving students. Middle school achievement gap is huge and middle school matters a LOT to get ready for high school, especially in math.
Mixing 6th grade kids above grade level with kids two grade levels behind in o ce class is a disservice for all. But DC is focused only on equity or at least the appearance of it. They are closing the gap by lowering the ceiling.

To be fair, even DCPS tacitly concedes this by allowing straightforward, test-in math tracking in MS. I think it's a shame they don't do anything in upper ES, because it really disadvantages kids whose parents can't work with them at home or afford to send them to mathnasium, etc so that they are ready for the highest math option in 6th grade.

Can you elaborate on this more, please? We’re at a Hardy feeder and my DC is a good student and gets good grades in math, but firmly doesn’t know anything that hasn’t already been introduced in class. And would kill me if I tried to get them to do any supplementation. When I was a kid, good grades were enough to get on the advanced math track. Is that not the case anymore? Do kids need to be above grade level in elementary to be eligible for advanced math in sixth?

https://www.hardyms.org/apps/pages/index.jsp?uREC_ID=243077&type=d&termREC_ID=&pREC_ID=573783

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Strongly disagree and we have lived EotP for 20 years. If you want to build a strong urban neighborhood school system you need to prioritize attracting residents of a school’s catchment area to the program, like the burbs do. All the crazy school commutes in DC are a real drag, as is insufficient middle school challenge for most middle class students. Weak partial language immersion options in DCPS after ES outside Adams are another losing proposition.

If DCPS wanted more buy in from parents east of the park (I’m one of them) they would need to bring back test in advanced classes for high achieving students. Middle school achievement gap is huge and middle school matters a LOT to get ready for high school, especially in math.
Mixing 6th grade kids above grade level with kids two grade levels behind in o ce class is a disservice for all. But DC is focused only on equity or at least the appearance of it. They are closing the gap by lowering the ceiling.

To be fair, even DCPS tacitly concedes this by allowing straightforward, test-in math tracking in MS. I think it's a shame they don't do anything in upper ES, because it really disadvantages kids whose parents can't work with them at home or afford to send them to mathnasium, etc so that they are ready for the highest math option in 6th grade.

Can you elaborate on this more, please? We’re at a Hardy feeder and my DC is a good student and gets good grades in math, but firmly doesn’t know anything that hasn’t already been introduced in class. And would kill me if I tried to get them to do any supplementation. When I was a kid, good grades were enough to get on the advanced math track. Is that not the case anymore? Do kids need to be above grade level in elementary to be eligible for advanced math in sixth?

https://www.hardyms.org/apps/pages/index.jsp?uREC_ID=243077&type=d&termREC_ID=&pREC_ID=573783

I love that Hardy lays it out this straightforwardly. Basically, if your kid isn't ahead going into 6th, they have to teach themselves a lot of math during 6th or summer between 6th & 7th to qualify for Algebra. It's possible, especially for a good math student, but it requires them to be entirely self-motivated and good at learn by computer. 6th grade is also a hard year socially, etc for a lot of kids, so piling on in that year is dumb compared to 5th grade, which is a coasting year for many students who remain at DCPSes. DCPS should start some of the acceleration in 2nd or 3rd grade and build up naturally rather than compressing it into 6th grade. But they don't. Because "equity". Only it's actually *less* equitable, because so many UMC families supplement knowing that this is coming.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Strongly disagree and we have lived EotP for 20 years. If you want to build a strong urban neighborhood school system you need to prioritize attracting residents of a school’s catchment area to the program, like the burbs do. All the crazy school commutes in DC are a real drag, as is insufficient middle school challenge for most middle class students. Weak partial language immersion options in DCPS after ES outside Adams are another losing proposition.

If DCPS wanted more buy in from parents east of the park (I’m one of them) they would need to bring back test in advanced classes for high achieving students. Middle school achievement gap is huge and middle school matters a LOT to get ready for high school, especially in math.
Mixing 6th grade kids above grade level with kids two grade levels behind in o ce class is a disservice for all. But DC is focused only on equity or at least the appearance of it. They are closing the gap by lowering the ceiling.

To be fair, even DCPS tacitly concedes this by allowing straightforward, test-in math tracking in MS. I think it's a shame they don't do anything in upper ES, because it really disadvantages kids whose parents can't work with them at home or afford to send them to mathnasium, etc so that they are ready for the highest math option in 6th grade.

Can you elaborate on this more, please? We’re at a Hardy feeder and my DC is a good student and gets good grades in math, but firmly doesn’t know anything that hasn’t already been introduced in class. And would kill me if I tried to get them to do any supplementation. When I was a kid, good grades were enough to get on the advanced math track. Is that not the case anymore? Do kids need to be above grade level in elementary to be eligible for advanced math in sixth?

https://www.hardyms.org/apps/pages/index.jsp?uREC_ID=243077&type=d&termREC_ID=&pREC_ID=573783

I love that Hardy lays it out this straightforwardly. Basically, if your kid isn't ahead going into 6th, they have to teach themselves a lot of math during 6th or summer between 6th & 7th to qualify for Algebra. It's possible, especially for a good math student, but it requires them to be entirely self-motivated and good at learn by computer. 6th grade is also a hard year socially, etc for a lot of kids, so piling on in that year is dumb compared to 5th grade, which is a coasting year for many students who remain at DCPSes. DCPS should start some of the acceleration in 2nd or 3rd grade and build up naturally rather than compressing it into 6th grade. But they don't. Because "equity". Only it's actually *less* equitable, because so many UMC families supplement knowing that this is coming.

Original PP here. Yes, this is amazing, thank you for sharing, PP! If I'm understanding correctly, all kids get compacted 6th and 7th grade math in 6th, and some kids can get an extra support class as well. Then 7th accelerated is either compacted 7th (8th grade standards) or Algebra 1. Placement depends on test scores and iReady levels, so as PP said, a sixth grader could learn everything they need for compacted 7th in compacted 6th, but families would need to supplement to meet the standards for Algebra 1 in 7th.

Is there a "regular" 7th grade math for kids that don't qualify for compacted 7th? Or is compacted 7th actually the regular track like in 6th? Does anyone know what percentage of kids end up on the accelerated tracks vs. "regular"? Mine isn't an intuitive math student, so super accelerated wouldn't be a good fit for actual learning even if they could supplement enough to qualify, but would likely need some level of acceleration to stay challenged through high school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Strongly disagree and we have lived EotP for 20 years. If you want to build a strong urban neighborhood school system you need to prioritize attracting residents of a school’s catchment area to the program, like the burbs do. All the crazy school commutes in DC are a real drag, as is insufficient middle school challenge for most middle class students. Weak partial language immersion options in DCPS after ES outside Adams are another losing proposition.

If DCPS wanted more buy in from parents east of the park (I’m one of them) they would need to bring back test in advanced classes for high achieving students. Middle school achievement gap is huge and middle school matters a LOT to get ready for high school, especially in math.
Mixing 6th grade kids above grade level with kids two grade levels behind in o ce class is a disservice for all. But DC is focused only on equity or at least the appearance of it. They are closing the gap by lowering the ceiling.

To be fair, even DCPS tacitly concedes this by allowing straightforward, test-in math tracking in MS. I think it's a shame they don't do anything in upper ES, because it really disadvantages kids whose parents can't work with them at home or afford to send them to mathnasium, etc so that they are ready for the highest math option in 6th grade.

Can you elaborate on this more, please? We’re at a Hardy feeder and my DC is a good student and gets good grades in math, but firmly doesn’t know anything that hasn’t already been introduced in class. And would kill me if I tried to get them to do any supplementation. When I was a kid, good grades were enough to get on the advanced math track. Is that not the case anymore? Do kids need to be above grade level in elementary to be eligible for advanced math in sixth?

https://www.hardyms.org/apps/pages/index.jsp?uREC_ID=243077&type=d&termREC_ID=&pREC_ID=573783

I love that Hardy lays it out this straightforwardly. Basically, if your kid isn't ahead going into 6th, they have to teach themselves a lot of math during 6th or summer between 6th & 7th to qualify for Algebra. It's possible, especially for a good math student, but it requires them to be entirely self-motivated and good at learn by computer. 6th grade is also a hard year socially, etc for a lot of kids, so piling on in that year is dumb compared to 5th grade, which is a coasting year for many students who remain at DCPSes. DCPS should start some of the acceleration in 2nd or 3rd grade and build up naturally rather than compressing it into 6th grade. But they don't. Because "equity". Only it's actually *less* equitable, because so many UMC families supplement knowing that this is coming.

Why do you suppose that "equity" is the reason for this approach? I'd assume that the reason is funding and needing to add another teacher or class section but IDK.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Strongly disagree and we have lived EotP for 20 years. If you want to build a strong urban neighborhood school system you need to prioritize attracting residents of a school’s catchment area to the program, like the burbs do. All the crazy school commutes in DC are a real drag, as is insufficient middle school challenge for most middle class students. Weak partial language immersion options in DCPS after ES outside Adams are another losing proposition.

If DCPS wanted more buy in from parents east of the park (I’m one of them) they would need to bring back test in advanced classes for high achieving students. Middle school achievement gap is huge and middle school matters a LOT to get ready for high school, especially in math.
Mixing 6th grade kids above grade level with kids two grade levels behind in o ce class is a disservice for all. But DC is focused only on equity or at least the appearance of it. They are closing the gap by lowering the ceiling.

To be fair, even DCPS tacitly concedes this by allowing straightforward, test-in math tracking in MS. I think it's a shame they don't do anything in upper ES, because it really disadvantages kids whose parents can't work with them at home or afford to send them to mathnasium, etc so that they are ready for the highest math option in 6th grade.

Can you elaborate on this more, please? We’re at a Hardy feeder and my DC is a good student and gets good grades in math, but firmly doesn’t know anything that hasn’t already been introduced in class. And would kill me if I tried to get them to do any supplementation. When I was a kid, good grades were enough to get on the advanced math track. Is that not the case anymore? Do kids need to be above grade level in elementary to be eligible for advanced math in sixth?

https://www.hardyms.org/apps/pages/index.jsp?uREC_ID=243077&type=d&termREC_ID=&pREC_ID=573783

I love that Hardy lays it out this straightforwardly. Basically, if your kid isn't ahead going into 6th, they have to teach themselves a lot of math during 6th or summer between 6th & 7th to qualify for Algebra. It's possible, especially for a good math student, but it requires them to be entirely self-motivated and good at learn by computer. 6th grade is also a hard year socially, etc for a lot of kids, so piling on in that year is dumb compared to 5th grade, which is a coasting year for many students who remain at DCPSes. DCPS should start some of the acceleration in 2nd or 3rd grade and build up naturally rather than compressing it into 6th grade. But they don't. Because "equity". Only it's actually *less* equitable, because so many UMC families supplement knowing that this is coming.

Why do you suppose that "equity" is the reason for this approach? I'd assume that the reason is funding and needing to add another teacher or class section but IDK.

Because numerous DCPS ESes that had advanced math dropped those classes in the name of equity (need to focus on the worst performing students). Yes, there is obviously a funding element, but it's about always prioritizing the kids doing the worst. DCPS even had actual G&T program back in the day... and it was dropped because of equity.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Strongly disagree and we have lived EotP for 20 years. If you want to build a strong urban neighborhood school system you need to prioritize attracting residents of a school’s catchment area to the program, like the burbs do. All the crazy school commutes in DC are a real drag, as is insufficient middle school challenge for most middle class students. Weak partial language immersion options in DCPS after ES outside Adams are another losing proposition.

If DCPS wanted more buy in from parents east of the park (I’m one of them) they would need to bring back test in advanced classes for high achieving students. Middle school achievement gap is huge and middle school matters a LOT to get ready for high school, especially in math.
Mixing 6th grade kids above grade level with kids two grade levels behind in o ce class is a disservice for all. But DC is focused only on equity or at least the appearance of it. They are closing the gap by lowering the ceiling.

To be fair, even DCPS tacitly concedes this by allowing straightforward, test-in math tracking in MS. I think it's a shame they don't do anything in upper ES, because it really disadvantages kids whose parents can't work with them at home or afford to send them to mathnasium, etc so that they are ready for the highest math option in 6th grade.

Can you elaborate on this more, please? We’re at a Hardy feeder and my DC is a good student and gets good grades in math, but firmly doesn’t know anything that hasn’t already been introduced in class. And would kill me if I tried to get them to do any supplementation. When I was a kid, good grades were enough to get on the advanced math track. Is that not the case anymore? Do kids need to be above grade level in elementary to be eligible for advanced math in sixth?

https://www.hardyms.org/apps/pages/index.jsp?uREC_ID=243077&type=d&termREC_ID=&pREC_ID=573783

I love that Hardy lays it out this straightforwardly. Basically, if your kid isn't ahead going into 6th, they have to teach themselves a lot of math during 6th or summer between 6th & 7th to qualify for Algebra. It's possible, especially for a good math student, but it requires them to be entirely self-motivated and good at learn by computer. 6th grade is also a hard year socially, etc for a lot of kids, so piling on in that year is dumb compared to 5th grade, which is a coasting year for many students who remain at DCPSes. DCPS should start some of the acceleration in 2nd or 3rd grade and build up naturally rather than compressing it into 6th grade. But they don't. Because "equity". Only it's actually *less* equitable, because so many UMC families supplement knowing that this is coming.

Original PP here. Yes, this is amazing, thank you for sharing, PP! If I'm understanding correctly, all kids get compacted 6th and 7th grade math in 6th, and some kids can get an extra support class as well. Then 7th accelerated is either compacted 7th (8th grade standards) or Algebra 1. Placement depends on test scores and iReady levels, so as PP said, a sixth grader could learn everything they need for compacted 7th in compacted 6th, but families would need to supplement to meet the standards for Algebra 1 in 7th.

Is there a "regular" 7th grade math for kids that don't qualify for compacted 7th? Or is compacted 7th actually the regular track like in 6th? Does anyone know what percentage of kids end up on the accelerated tracks vs. "regular"? Mine isn't an intuitive math student, so super accelerated wouldn't be a good fit for actual learning even if they could supplement enough to qualify, but would likely need some level of acceleration to stay challenged through high school.

Yes, there is a regular 7th grade class as well.

[Anonymous]

This is a helpful list. Do you have a sense of sample size for these?

Anonymous wrote:A few things…

1. Yes, testing scores are far from everything.

2. I pulled the data for White students instead of the overall scores because that's the demographic my child fits in. Feel free to compare any other group: https://www.empowerk12.org/data-dashboard-source/dc-metrics-dash

3. This looks at Meeting or Exceeding Expectations for both English and Math.

Marie Reed: M 90 / E 76
Bruce Monroe: M 86/ E 79
Powell: M 86/ E missing data
MV Cook M 80/ E 66
Bancroft: M 77/ E 80
DC Bilingual M 75/ E 82
Oyster: M 75/ E 80
Chisholm M 68/ E 77
Stokes Brookland M 64/ E 71
LAMB M 56/ E 53
MV Calle Ocho M 54/ E 48

[Anonymous]

Anonymous wrote:This is a helpful list. Do you have a sense of sample size for these?

Anonymous wrote:A few things…

1. Yes, testing scores are far from everything.

2. I pulled the data for White students instead of the overall scores because that's the demographic my child fits in. Feel free to compare any other group: https://www.empowerk12.org/data-dashboard-source/dc-metrics-dash

3. This looks at Meeting or Exceeding Expectations for both English and Math.

Marie Reed: M 90 / E 76
Bruce Monroe: M 86/ E 79
Powell: M 86/ E missing data
MV Cook M 80/ E 66
Bancroft: M 77/ E 80
DC Bilingual M 75/ E 82
Oyster: M 75/ E 80
Chisholm M 68/ E 77
Stokes Brookland M 64/ E 71
LAMB M 56/ E 53
MV Calle Ocho M 54/ E 48

I don’t, sorry, but your best bet would be to look at the demographic percentages of the schools you’re interested in comparing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Strongly disagree and we have lived EotP for 20 years. If you want to build a strong urban neighborhood school system you need to prioritize attracting residents of a school’s catchment area to the program, like the burbs do. All the crazy school commutes in DC are a real drag, as is insufficient middle school challenge for most middle class students. Weak partial language immersion options in DCPS after ES outside Adams are another losing proposition.

If DCPS wanted more buy in from parents east of the park (I’m one of them) they would need to bring back test in advanced classes for high achieving students. Middle school achievement gap is huge and middle school matters a LOT to get ready for high school, especially in math.
Mixing 6th grade kids above grade level with kids two grade levels behind in o ce class is a disservice for all. But DC is focused only on equity or at least the appearance of it. They are closing the gap by lowering the ceiling.

To be fair, even DCPS tacitly concedes this by allowing straightforward, test-in math tracking in MS. I think it's a shame they don't do anything in upper ES, because it really disadvantages kids whose parents can't work with them at home or afford to send them to mathnasium, etc so that they are ready for the highest math option in 6th grade.

Can you elaborate on this more, please? We’re at a Hardy feeder and my DC is a good student and gets good grades in math, but firmly doesn’t know anything that hasn’t already been introduced in class. And would kill me if I tried to get them to do any supplementation. When I was a kid, good grades were enough to get on the advanced math track. Is that not the case anymore? Do kids need to be above grade level in elementary to be eligible for advanced math in sixth?

https://www.hardyms.org/apps/pages/index.jsp?uREC_ID=243077&type=d&termREC_ID=&pREC_ID=573783

I love that Hardy lays it out this straightforwardly. Basically, if your kid isn't ahead going into 6th, they have to teach themselves a lot of math during 6th or summer between 6th & 7th to qualify for Algebra. It's possible, especially for a good math student, but it requires them to be entirely self-motivated and good at learn by computer. 6th grade is also a hard year socially, etc for a lot of kids, so piling on in that year is dumb compared to 5th grade, which is a coasting year for many students who remain at DCPSes. DCPS should start some of the acceleration in 2nd or 3rd grade and build up naturally rather than compressing it into 6th grade. But they don't. Because "equity". Only it's actually *less* equitable, because so many UMC families supplement knowing that this is coming.

Why do you suppose that "equity" is the reason for this approach? I'd assume that the reason is funding and needing to add another teacher or class section but IDK.

Because numerous DCPS ESes that had advanced math dropped those classes in the name of equity (need to focus on the worst performing students). Yes, there is obviously a funding element, but it's about always prioritizing the kids doing the worst. DCPS even had actual G&T program back in the day... and it was dropped because of equity.

So they dropped at the Elementary level because of equity but it's ok at the middle and high school level (considering the number of magnet schools here)?

[Anonymous]

Does anyone have a sense for how immersion at Chisholm has been going?

[Anonymous]

Anonymous wrote:Weak partial language immersion options in DCPS after ES outside Adams are another losing proposition.

They could easily fix that by making all immersions schools feed into one MS. I can’t believe the designated dual language middle school has mostly English-only feeders.

[Anonymous]

Anonymous wrote:

Anonymous wrote:This is a helpful list. Do you have a sense of sample size for these?

Anonymous wrote:A few things…

1. Yes, testing scores are far from everything.

2. I pulled the data for White students instead of the overall scores because that's the demographic my child fits in. Feel free to compare any other group: https://www.empowerk12.org/data-dashboard-source/dc-metrics-dash

3. This looks at Meeting or Exceeding Expectations for both English and Math.

Marie Reed: M 90 / E 76
Bruce Monroe: M 86/ E 79
Powell: M 86/ E missing data
MV Cook M 80/ E 66
Bancroft: M 77/ E 80
DC Bilingual M 75/ E 82
Oyster: M 75/ E 80
Chisholm M 68/ E 77
Stokes Brookland M 64/ E 71
LAMB M 56/ E 53
MV Calle Ocho M 54/ E 48

I don’t, sorry, but your best bet would be to look at the demographic percentages of the schools you’re interested in comparing.

No this is incorrect. PP above is right. Sample size is absolutely important when analyzing this.

2 or 3 out of 25 kids above grade level vs 15 out of 25 is a big difference and dictates how curriculum is taught and at what level.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is a helpful list. Do you have a sense of sample size for these?

Anonymous wrote:A few things…

1. Yes, testing scores are far from everything.

2. I pulled the data for White students instead of the overall scores because that's the demographic my child fits in. Feel free to compare any other group: https://www.empowerk12.org/data-dashboard-source/dc-metrics-dash

3. This looks at Meeting or Exceeding Expectations for both English and Math.

Marie Reed: M 90 / E 76
Bruce Monroe: M 86/ E 79
Powell: M 86/ E missing data
MV Cook M 80/ E 66
Bancroft: M 77/ E 80
DC Bilingual M 75/ E 82
Oyster: M 75/ E 80
Chisholm M 68/ E 77
Stokes Brookland M 64/ E 71
LAMB M 56/ E 53
MV Calle Ocho M 54/ E 48

I don’t, sorry, but your best bet would be to look at the demographic percentages of the schools you’re interested in comparing.

No this is incorrect. PP above is right. Sample size is absolutely important when analyzing this.

2 or 3 out of 25 kids above grade level vs 15 out of 25 is a big difference and dictates how curriculum is taught and at what level.

I would also add demographic percentages are not accurate because overwhelmingly the white famikies are in ECE and as you go up in grades, you lose tons of them

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is a helpful list. Do you have a sense of sample size for these?

Anonymous wrote:A few things…

1. Yes, testing scores are far from everything.

2. I pulled the data for White students instead of the overall scores because that's the demographic my child fits in. Feel free to compare any other group: https://www.empowerk12.org/data-dashboard-source/dc-metrics-dash

3. This looks at Meeting or Exceeding Expectations for both English and Math.

Marie Reed: M 90 / E 76
Bruce Monroe: M 86/ E 79
Powell: M 86/ E missing data
MV Cook M 80/ E 66
Bancroft: M 77/ E 80
DC Bilingual M 75/ E 82
Oyster: M 75/ E 80
Chisholm M 68/ E 77
Stokes Brookland M 64/ E 71
LAMB M 56/ E 53
MV Calle Ocho M 54/ E 48

I don’t, sorry, but your best bet would be to look at the demographic percentages of the schools you’re interested in comparing.

No this is incorrect. PP above is right. Sample size is absolutely important when analyzing this.

2 or 3 out of 25 kids above grade level vs 15 out of 25 is a big difference and dictates how curriculum is taught and at what level.

I didn’t say it wasn’t important, I just meant that to get an idea of if the sample size was sufficient to be statistically significant, you can look at the demographic percentage of the school to give you an estimate. For example, at Houston, it’s <1% white non-Hispanic. If the data were available, it would be useless due to an n of, like, 1.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is a helpful list. Do you have a sense of sample size for these?

Anonymous wrote:A few things…

1. Yes, testing scores are far from everything.

2. I pulled the data for White students instead of the overall scores because that's the demographic my child fits in. Feel free to compare any other group: https://www.empowerk12.org/data-dashboard-source/dc-metrics-dash

3. This looks at Meeting or Exceeding Expectations for both English and Math.

Marie Reed: M 90 / E 76
Bruce Monroe: M 86/ E 79
Powell: M 86/ E missing data
MV Cook M 80/ E 66
Bancroft: M 77/ E 80
DC Bilingual M 75/ E 82
Oyster: M 75/ E 80
Chisholm M 68/ E 77
Stokes Brookland M 64/ E 71
LAMB M 56/ E 53
MV Calle Ocho M 54/ E 48

I don’t, sorry, but your best bet would be to look at the demographic percentages of the schools you’re interested in comparing.

No this is incorrect. PP above is right. Sample size is absolutely important when analyzing this.

2 or 3 out of 25 kids above grade level vs 15 out of 25 is a big difference and dictates how curriculum is taught and at what level.

I didn’t say it wasn’t important, I just meant that to get an idea of if the sample size was sufficient to be statistically significant, you can look at the demographic percentage of the school to give you an estimate. For example, at Houston, it’s <1% white non-Hispanic. If the data were available, it would be useless due to an n of, like, 1.

No you cannot by looking at the demographic percentage because the majority percentage of white families are in ECE, not in the upper grades which the data represents.

You need to actually know how many white students vs. how many total students in3rd, 4th, or 5th. Having 3 white students who are on grade level in a class of 25 is not statistically significant as compared to having 15 out of 25.