Reply to So, what is wrong with Hardy?

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[quote=Anonymous][quote=Anonymous]15:44 --

I don't think the numbers support your hypothesis.

Using the numbers you provided, I get 42 non-economically disadvantaged sixth graders. Of those, 35 were proficient above in math and 30 were proficient or above in reading. That works out to 83% proficient in math and 71% proficient in reading.

The Hardy feeders are schools where proficiency rates are in the nineties. I haven't looked recently, but Key and Stoddert were 1/2 system-wide a few years ago. Those parents aren't going to accept a 25-point drop in proficiency.

I don't understand your comment about "pulling up" test scores either. The score that matters in DC CAS is proficiency rate, and either your proficient or your not. It doesn't matter how high your raw score is, once you're proficient you're proficient.[/quote]

From 15:44: you and I agree that a key statistic is the performance of "non-economically disadvantaged" students, but the DC CAS does not provide data for that category.  I think you need to go back and check to see what assumptions you are making in doing the math -- but no matter; one of the interesting points to be gathered is that it wouldn't take much to raise the overall proficiency % for the 6th grade class:  if the number of economically disadvantaged 6thers is reduced from 61 to around 50, while the "true IB" numbers were increased by the same amount (around 11), the overall % of proficient/advanced would be raised significantly.  Parents would be clamoring to get in, if the # of true IB was raised by only 11.

Also:  it's not fair to compare the achievement level of Key and Stoddert to middle school rates; there's a significant dropoff everywhere once Ward 3 students enter the middles.[/quote]

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