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[quote=Anonymous][quote=Anonymous]Here is the methodology for these DC school “report cards”:

[url]https://osse.dc.gov/blog/everything-you-need-know-about-summative-school-scores[/url]

For example, for elementary and middle school, they weight PARCC “median growth percentile” as 25% of the score and PARCC “growth to proficiency” as 25% of the score with 4-5 on PARCC being 20% of score and 3, 4, or 5 on PARCC being 10% of the score.  So, in other words, a school where a lot of kids get their scores up from 1, 2, or 3 on the PARCC is worth much more than where kids score 4-5 on PARCC from the beginning and maintain those high scores.  The other 20% of the score includes English learning, absenteeism, attendance growth, and reenrollment.

The high school scoring rubric is a bit different.  Here PARCC “growth to proficiency” is only 12.5% of the score with 4-5 on PARCC being 15% of score and 3, 4, or 5 on PARCC being 10% of the score.  Graduation rate is 20% of the score, DE/AP/IB participation is 7.5%, AP/IB performance is 5%, and college preparedness is 5%.  The other 25% includes English learning, absenteeism, attendance growth, and reenrollment.

As a result, you get some perhaps perverse results.  Here is an example:

DC Prep Edgewood significantly outranks Deal with a 83.3% score compared to Deal’s paltry 77.1.

However, if you look at PARCC proficiency scores for Deal, 77.9% are grade level in ELA and 63.7% are grade level in math.  Deal’s chronic absence rate is 15.7%

In contrast, at DC Prep Edgewood, only 37.9% are grade level at in ELA and only 31.7 % are grade level in math.  The chronic absence rate at DC Prep Edgewood is 30.5%.

However, because DC Prep Edgewood showed more PARCC “growth” than Deal (that is, more kids raised their PARCC scores up from 1, 2, or 3.), the DC school report card ranks DC Prep Edgewood ahead of Deal.

In short, at least with elementary and middle school, the DC school “score cards” prioritize improvement of academic performance over actual academic results.  In other words, a school where a lot of kids improve their below-grade-level work or move from below grade level to grade level is considered “better” than a school where kids consistently do grade-level and above-grade-level work.

By this logic, actual DC report cards should give As to kids that move from C-level work to B-level and Bs to kids that consistently do A-level work. [/quote]

The logic is not giving students who move from C to B an A.  The logic is giving schools that do the harder job of getting students to grow move in their achievement higher scores.  It takes less teacher skill and quality instruction to keep a 4th grader who was already at a 5 in 3rd grade to a 4 or 5 in 5th grade.  It takes more skill and quality instruction to take a student who was a 2 in 4th grade to a 4 in 5th grade.  The fact for example that only 55% of deal students meet their math growth goals suggest a number of students going from 5’s to 4’s or higher 4’s to lower 4’s.

As a parent you might still prefer to pick a school based on overall achievement but I think that if you are trying to determine school quality actually measuring if teachers get students to improve (grow over an expected year’s growth) deserves points.

As an experienced teacher I’ve seen over and over how mediocre teachers and admin can excel at a school where their is less need for them to differentiate or help disadvantaged students and completely fail in a more challenging school environment.

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