Reply to Data Analysts - Where are you? (CAPE)

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]I'm genuinely curious about possible reasons why some charter schools (e.g., Lee, ITS, Stokes) have relatively 'good' CAPE scores for all students but scores for economically disadvantaged kids that are so much worse. Compare these schools to some DCPS schools like Burroughs, Whittier, or Garrison--all of which have good scores for all students (similar to Lee/ITS/Stokes) and nearly as good scores for disadvantaged kids. The obvious difference between the charters above and the DCPS schools is that the charters have lower percentages of at-risk kids (like 15% vs. 50%). Is it that the DCPS schools, because they have more at-risk kids, focus more efforts and resources at those kids than ITS/Lee/Stokes?[/quote]

Some schools (inc. some examples you named) just have stronger instructional culture and teaching than others, which was developed over time through consistent leadership and sustained effort. It's not always a demographics puzzle. [/quote]

Above is incorrect when it comes to immersion schools and the PP above who said it’s not a similar comparison is correct.

We are at an immersion school and see first hand why at risk kids struggle.  Prek 3, 4, and K is full on immersion.  There is absolutely no english or ELA being taught.  Then in 1st grade, 50% of the instruction is in spanish so kids are getting 50% less ELA then a traditional school.

A generalization, but at risk kids are not getting much ELA content at home with parents reading to them, lots of books in the house, talking to them with lots of vocabulary content, reviewing alphabet, letters, etc….So, the 1st time they are getting real ELA instruction is 1st grade.  So no surprises that they will struggle and lag behind their at risk peers who are getting 100% ELA instruction a full 3 years earlier.

We are an UMC family who reads to DS every night, have books in the house, have full on discussions with him, etc…He was not reading at all in K or 1st.  He was just starting to read towards the end of 1st grade.  Yes, he rose quickly once he caught on and is now above grade level.  But imagine a child who had none of that at home and how even more behind they would be.

In addition, if they are weak in the language because their parents can’t support, they might not understand the math that is being taught in the language and therefore will lag behind that too.

Immersion schools are a niche that works best with specific types of kids.  Learning another language is a bonus, not a requirement.  But learning to read and write in English and knowing math is a requirement and essential skill. That is why you see more at risk  non-hispanic families leave in the upper grades because their kids are struggling in all subjects.

BTW, immersion also self selects because many at risk families are not interested in it.  They want schools to focus on the essentials like reading and math.  They don’t care about another language.  [/quote]

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