Reply to Why is KIPP doing so badly now?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]For some reason, Matt has decided to use AI to analyze data and write these articles on education. I'm very skeptical that whatever AI tool he used even pulled the data correctly, much less accurately captured trends.[/quote]

He doesn't have a detailed enough understanding of the DC landscape to be writing about it. For example, one huge factor with Chisholm is becoming a dual language school, but that's not mentioned.

As for KIPP, I think their low performance is being lost in the shuffle because the PCSB has bigger fires to put out, serious egg on its face after Eagle, and had a lot of turnover on the PCSB. [/quote]

Is Chisholm actually seeing a demographic shift after the change to immersion? I’ve been curious about that but have no information.[/quote]

Where does he mention Chisholm? And actually Chisholm became only dual language much more recently than 2019 -- I think most of the gentrification the later commentator correctly notes is the general gentrification of the neighborhood and DCPS Hill ESes and less dual-language specific, though I do think that will accelerate the trend by attracting UMC families and driving many Potomac Gardens families to Payne.

But also... I think everything he's saying about KIPP is correct. Even if he's using AI tools, I don't see any obvious issues/can't imagine the overall trend isn't correct.[/quote]

Full immersion started being phased in SY23-24.

In the two years from SY22-23 to SY24-25, the white population went from 19% to 23%, the black population went from 62% to 55%, latino population from 14% to 16%, and the at risk population dropped from 42% to 28%. Boundary participation rate went from 49% to 50%.

Changes above are more stark for PK. White population went from 34% to 35%, black population went from 47% to 33%, and latino population from 14% to 22%.

Definitely some gentrification happening over time but I think also Potomac Gardens families opting out of immersion model given the slower, steadier rate of white population increase over time and the much more rapid black and at risk population decrease following the move to full immersion.[/quote]

I think it is a reach to say that the changes in the upper grades have much of anything to do with dual language given that nothing in the upper grades changed. At most, we'd be talking about some limited knock on effect for siblings. I think drop in the Black population and rise in the Latino population in ECE is likely directly attributable to model change, but actually it had virtually no effect on the white population in ECE (a smaller change there than in the school overall, in fact, further suggesting that the change in white population is more gentrification of the neighborhood related).[/quote]

A 14 percentage point drop in the at risk population over two years is not just garden variety gentrification. Especially not in a neighborhood with basically no new development and a giant housing project. [/quote]

How big is Chisholm’s ECE relative to the rest of the school? Replacing all of the Potomac Gardens kids with not at risk kids in ECE over 2 years might drive a big chunk of that if ECE is 25% of the school.[/quote]

In SY24-25, PK3, PK4, and K were all full language immersion, 38% of the school.

But we can get a direct picture of how upper grades changed looking at PARCC/CAPE data. In SY22-23 economically disadvantaged students were 52% of all test takers. That dropped to 41% in SY24-25.

[b]I've never really understood why Chisholm had a dual language program, much less why they moved to full dual language. [/b]There are very few native speakers living in the boundary, and a lot of low-income families who do live in the boundary and appear to be opting out all together.[/quote]

Because DCPS listened to the rich families who co-opted equity language to get a dual-language school in Ward 6 even though it was inequitable to poor families that live in-boundary. Some of those families legit wanted dual language and some accepted it because they wanted to reduce the at-risk population at their school. [/quote]

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