Achievement gap - evidence
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Anonymous
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OP - the data is within MCPS it just isn't easily compiled for the general public.
The data that you want is several reports 1- PARCC , 2-MAP, 2-county-wide exams (to the extent that they still exist) and 3-graduation rate. You would pull these comparing FARMS/NON-FARMS and comparing race.I would do YOY for the last 10 years. Within MCPS the data doesn't really show what you would it to show (assuming that you want it show that low income kids do better in schools with with less than 20% or 30% FARMS or that AA/hispanic students do better in schools with less than 20%-30% FARMS within MCPS). There are more schools within MCPS that disprove this hypothesis than prove it. My guess is that this new pivot toward talking about the socio-emotional benefit of diversity (which is difficult to prove or disprove with data) and away from talking about a more data driven achievement gap metric is more about self preservation for MCPS than any desire to help anyone. MCPS fears having schools that appear failing. They seem to have entirely accepted that lots of kids will fail but as long as they can blunt and hide those failures then they go on their merry way. |
Anonymous
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See this recent report from the U.S. Commission on Civil Rights - examining education funding and economic and racial segregation:
https://www.usccr.gov/pubs/2018/2018-01-10-Education-Inequity.pdf Chapter 4, page 102-103 cites a study of MoCo: Advocates who promote linking steps to affirmatively further fair housing to efforts to increase equitable educational opportunity point to one documented success story in Montgomery County, MD, a neighboring suburban county to the District of Columbia. Montgomery County is one of the wealthiest counties in the U.S., and has a highly-rated school district. The county has a well established zoning policy that allows approximately one-third of its housing units to operate as federally subsidized public housing, affording opportunities to low-income families to reside in wealthier neighborhoods and send their children to better schools. Heather Schwartz, an education policy researcher, examined the longitudinal effects of Montgomery County’s integrative housing policy over a 5-7 year period, and found the following: ? Students in public housing assigned to low-poverty schools performed better in math and reading than students in public housing assigned to moderate-poverty schools ? The county’s inclusionary zoning program has been successful in integrating families into low-poverty communities on the long-term, thus allowing children to have long-term exposure to schools in low-poverty communities ? The achievement level of students in public housing rose due to residential stability ? Students in public housing benefited more academically from exposure to low-poverty schools than from exposure to low-poverty neighborhoods Heather Schwartz concluded, “Since education is an investment with both individual and societal benefits, improving low-income students’ school achievement via integrative housing is a tool that not only can reduce the income achievement gap but also can help stem future poverty.” Citation to study: Heather Schwartz, “Housing Policy Is School Policy: Economically Integrative Housing Promotes Academic Success in Montgomery County, Maryland” The Century Foundation, https://tcf.org/assets/downloads/tcfSchwartz.pdf. |
Anonymous
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From the Schwartz Study:
School-related Findings • School-based economic integration effects accrued over time. After five to seven years, students in public housing who were randomly assigned to low-poverty elementary schools significantly outperformed their peers in public housing who attended moderate-poverty schools in both math and reading. Further, by the end of elementary school, the initial, large achievement gap between children in public housing who attended the district’s most advantaged schools and their non-poor students in the district was cut by half for math and one-third for reading. • The academic returns from economic integration diminished as school poverty levels rose. Children who lived in public housing and attended schools where no more than 20 percent of students qualified for a free or reduced price meal did best, whereas those children in public housing who attended schools where as many as 35 percent of students who qualified for a free or reduced price meal performed no better academically over time than public housing children who attended schools where 35 to 85 percent of students qualified for a free or reduced price meal. (Note that fewer than 5 percent of schools had more than 60 percent of students from low-income families, and none had more than 85 percent in any year, making it impossible to compare the effects of low-poverty schools with truly high-poverty schools, where 75 percent to 100 percent of the families are low-income). • Using subsidized meals as the metric for measuring school need might be insufficient. The two different measures of school disadvantage used in this study—subsidized school meal status and Montgomery County’s own criteria—each indicate that children from very poor families benefited over the course of five to seven years from attending low poverty schools. A comparison of the district’s own measure of school disadvantage to the most commonly employed measure (subsidized meals) yielded differently sized estimates of the benefits to low-income elementary school children of attending advantaged schools. The differences suggest the shortcoming of the free and reduced-price meal metric as a single indicator of school need. |
Anonymous
Correct. Mcps in sanctuary county MoCo should be doing studies on how not to deteriorate into LA public schools. We continue to get massive annual inflows of uneducated, illiterate, unskilled economic migrants and their minors, 3.65 per female of child rearing age. |
Anonymous
Duh |
Anonymous
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What evidence?
That children born out of wedlock in america poorly perform at school. That children raised by a patchwork of aunts, cousins, neighbors poorly perform in school. That children whose caretakers don’t stress working hard at school and getting good grades, poorly perform at school. That children whose caretaker prefers to remit half of their income to the homeland can’t provide for their children here. What are you pretending is or is not going on in the home life of these poorly performing children? |
Anonymous
Hannity does kind of have a point, though "out of wedlock" doesn't mean much nowadays. |
Anonymous
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Montgomery County school board discussions in May 1954 -
School board: OK, we have to come up with a plan for desegregating the schools in the county. Some of the PPs: Is there any evidence that this will raise test scores for children in the black schools and won't harm children in the white schools? Because otherwise, we shouldn't do it. Also, I paid a lot for my house. |
Anonymous
It's amazing how everyone is fixated on this one small study to the point that they ignore all of the other studies that show no gain. Was this every peer reviewed? Published? |
Anonymous
Everyone is fixated on this study because it was done right here in Montgomery County, in MCPS, and is therefore 100% applicable to MCPS. |
Anonymous
That's it in a nutshell. 
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Anonymous
And hasn't been peer reviewed, or published or replicated. Do you really think MoCo has the solution to a problem that every school system in the US has been unable to fix despite massive expenditure of resources? |
Anonymous
It hasn't been published? Of course it's been published. Here it is: https://www.rand.org/pubs/external_publications/EP201000161.html |
Anonymous
That's just a link to the original paper on the century website, posted by the author of the paper. "Published in: A Century Foundation Report (New York : The Century Foundation Inc., 2010). 57 p Posted on RAND.org on January 01, 2010 by Heather L. Schwartz" |
Anonymous
So, it's been published. |