Reply to So, what is wrong with Hardy?

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Reply to "So, what is wrong with Hardy?"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]

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.

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I took the total number of students and subtracted the number of economically disadvantaged to get the "non-economically disadvantaged" number. Seems pretty straightforward to me.

There were 103 total sixth graders, 61 classified as ED. So 42 weren't.

Overall 73 students were proficient or above in math and 63 were proficient or above in reading. Among the ED set there were  38 and 33 respectively. So that means among the non-ED there were 35 and 30. That works out to 83% (35 of 42) proficient in math and 71% (30 of 42) proficient in reading.

I also disagree with your assumption that it wouldn't take much to raise the overall test scores. Currently it's 71/63 for the sixth grade overall and 62/54 for ED kids. We don't know what it is for "true" IB kids, but let's say it's 90/90. What would we expect to happen if 11 ED kids were replaced by 11 IB kids, as in your hypothetical? In the 11 ED kids, we'd expect to lose 7 proficient in math and 6 proficient in reading. In the 11 IB kids we'd gain 10 proficient in each. That would be a net of 3 in math and 4 in reading. In a class of 103 kids each kid represents almost exactly one percentage point. So we'd go from 71/63 to 74/67. That might get the principal a nice bonus but Sidwell's got nothing to worry about.[/quote]

Great math work!  But completely disagree about your conclusion, based on the same numbers.  With an uptick like that, it would be significant progress from the prior year(s).  As a result,  increased numbers of "true IB" would attend immediately, and then again the year after that, with growing inertia.  Factor in the fact that the "true IB" kids would add advanced stats rather than merely proficient stats, and observers will see the overall academic quality of the peer group is rising, too.  (and it may have already happened in the current year!)

And your point about Sidwell is a red herring, right?  Hardy's comparators/competition are Deal, Latin, and Basis, probably in that order.  Those comparative numbers are the only ones prospective parents should be interested in.[/quote]

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