Reply to Where are all you families of high performing students planning on moving to?

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[quote=Anonymous]Round and round and round we go

Both sides are right

Society benefits more if low-performing students are spread amongst schools

Individual higher performing students are hurt and less challenged when lower performing students enter a school tipping point at 20% and 40-45% see below

https://www.boarddocs.com/vsba/fairfax/Board.nsf/f...%202013_technical%20report.pdf

Summary Finding: The study took both a graphical and a statistical approach to answering this question using SY 2011-12 poverty and student achievement data.1 Graphs of school-level pass rates (i.e., the percentage of students in the school above benchmarks on the reading or mathematics SOL tests) and school poverty indicated in general that as levels of school poverty increased, schools were less likely to meet academic performance expectations (i.e., schools were more likely to have SOL pass rates falling below expected levels). 
And, almost all schools with poverty levels of 45 percent or higher were unable to reach expected pass rate levels in reading or math. Follow-up statistical analyses found statistical evidence that two tipping points exist in FCPS. The reading data provided the most consistent findings as it indicated two tipping points occurring at 20 and 40-45 percent school-level poverty. Thus, FCPS schools with greater than 20 percent poverty are much less likely to meet performance expectations than those with less than 20 percent poverty. And, once poverty levels at a school reach 40 percent or more, FCPS schools are unlikely to meet expectations for school performance.

Summary Finding: Analyses that allowed school poverty to be teased apart from individual student poverty revealed that school poverty at the elementary level had a demonstrably separate, though smaller, negative association with student learning than individual poverty: school poverty was associated with an average decrease of 8 to 18 scale score points on the SOL reading test. The tipping point identified at 20 percent poverty reflected an acceleration of the overall downward trend in student scores equal to an additional 7-point decrease. The 20 percent tipping point indicates that schools with poverty levels above 20 percent were not as successful with students as those below the 20 percent poverty line. The tipping points identified at 40 and 45 percent poverty reflected the reverse, a slowing down of the observed downward trend, equal to approximately 13 to 16 points. These latter tipping points do not mean that schools above 40 or 45 percent poverty had students with higher test scores; rather, schools above 40 percent poverty had students who did not demonstrate further decreases in reading scores, reflecting a floor to the average reading scale score points at elementary schools in FCPS. It is also important to note that this impact was for all students attending FCPS schools, meaning that both students living in poverty and those not from impoverished backgrounds at the same school demonstrate similar declines in their reading performance when attending schools above the 20 percent poverty tipping point.

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