Reply to Is it important to have kids stay at your school through 5th grade?

Forum Index » DC Public and Public Charter Schools

Reply to "Is it important to have kids stay at your school through 5th grade?"

Subject:

Emoticons





More smilies

Text Color: Font: Close Marks

[quote=Anonymous][quote=Anonymous][quote=Anonymous]The DME cross sector task force looked at this issue and the data found that the overwhelming majority of children leaving DC schools at all grades are leaving the city altogether.

I think there's a lot of movement at a few schools that get a lot of attention here, but the data simply do not support the 'mass exodus' narrative.

It probably feels like a mass exodus though if you are at one of those schools.

[/quote] Is there data on this somewhere?[/quote]

I vaguely recall my husband looking into this a few years ago and had found sources that said 3rd grade is the exodus grade because of when the standardized testing happens and the bulk of essential learning shifts from parents reading to kids at home as being the essential contributing factor to success to acquiring and building knowledge and analytical skills more from school. So far, all I could find is this study regarding third grade reading levels in D.C.

https://www.dcactionforchildren.org/sites/default/files/DCACTION_Trendsin3rdgrdReading_FINAL.pdf
"Third grade reading proficiency in the District has not improved between 2007 and 2014. In fact, our analysis indicates that there was actually a slight downward trend in reading proficiency between 2007 and 2014. However, while this change was statistically significant, it was small enough that it was not substantively meaningful. "

"While race/ethnicity itself does not influence academic achievement, it is deeply connected with socioeconomic status and opportunity in the District, where the racial achievement gaps are some of the widest in the country. Indeed, while 94 percent of white third grade students tested proficient or above in reading in 2014, the same was true for only 35 percent of black third graders and 36 percent of Hispanic third graders. Our analysis of weighted reading proficiency scores suggests a sobering trend: the proficiency rates of black third-grade students have actually declined over these years, while they have risen for white students. While Hispanic proficiency scores appeared to decline, our analysis did not find statistically significant evidence of this trend. Taken together, these results indicate that the racial literacy gap between black and white third graders in the District may have actually increased over the last eight years. "

"There is much debate around whether attending a charter or traditional public school leads to different academic outcomes for students.iv One common finding in much of the rigorous research on the subject has been that a wide range of school quality can be found in both charters and traditional public schools.8 This holds true in the District, as schools performing well above, and below, the city’s average can be found in both DC public schools and DC public charter schools. In 2014, both sectors had a similar reading proficiency rate: 43 percent for DCPS and 45 percent for charter schools. However, our analysis of weighted reading proficiency scores indicates a statistically significant downward trend in reading proficiency for DCPS students but no trend for charter students."

[img]http://blogs.edweek.org/edweek/curriculum/DC%20reading%20scores%202007-2014.JPG[/img]

http://blogs.edweek.org/edweek/curriculum/2016/03/3rd_grade_reading_scores_in_dc_show_no_improvement.html[/quote]

Options

	Disable HTML in this message
	Disable BB Code in this message
	Disable smilies in this message

Review message

Search Recent Topics Hottest Topics