Reply to Basis fills a gap that shouldn’t exist.

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Reply to "Basis fills a gap that shouldn’t exist."

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]141 5th graders to 58 11th graders?

For a public school?

Wow. [/quote]

60% attention rate.
 
Range is going to be anywhere between 40-60%.

DCI 4-5%

Latin - I would guess also similar under 5%.

Huge contrast [/quote]

Latin has a much higher retention, but they also backfill at every grade level. First number is number of students enrolled, number in parentheses is the number of students who continued on from the prior year.

SY19-20 5th grade class: 95 > 94 (92) > 91 (89) > 96 (91) > 94 (77) > 89 (89)
SY20-21 5th grade class: 95 > 96 (94) > 95 (95) > 97 (93) > 95 (78)
SY21-22 5th grade class: 96 > 93 (91) > 100 (93) > 98 (96)
SY22-23 5th grade class: 99 > 99 (95) > 98 (97)
SY23-24 5th grade class: 97 > 97 (96)[/quote]

Same data for DCI.

First number is number of students enrolled, number in parentheses is the number of students who continued on from the prior year.

SY19-20 6th grade class: 254 > 260 (242) > 249 (241) > 247 (211) > 208 (205) > 203 (196)
SY20-21 6th grade class: 262 > 258 (248) > 268 (249) > 241 (222) > 228 (227)
SY21-22 6th grade class: 259 > 246 (235) > 246 (238) > 240 (201)
SY22-23 6th grade class: 272 > 257 (253) > 247 (239)
SY23-24 6th grade class: 274 > 262 (259)[/quote]

If we make the simplifying assumption that all Latin and DCI attrition comes from the original class, we get retention rates from original class as follows:

BASIS retention through 8th: 59-73%
BASIS retention through 9th: 42-43%
DCI retention through 8th: 86-91%
DCI retention through 9th: 70-74%
Latin retention through 8th: 91-96%
Latin retention through 9th: 72-76%[/quote]

Now provide the percentages for kids below grade level at Latin and DCI that are socially promoted every year.

Just because kids don’t leave doesn’t mean the school is any good.

[/quote]

Meeting or exceeding on CAPE, SY24-25 8th grade

BASIS ELA: 84%
BASIS Math: 79%
DCI ELA: 58%
DCI Math: 41%
Latin ELA: 72%
Latin Math: 63%

Citywide, the highest meeting or exceeding percentages were BASIS, Deal, and Latin for ELA and BASIS, Center City Congress Heights, Deal, and Latin for Math.[/quote]

Interesting that Basis has the highest test scores in DC in BOTH ELA and math.

It does not just excel in math.[/quote]

Sure. But how much of that is driven by the school vs the students? And what matters more (school pedagogy vs student body) in perceived success of a school? I think rational people will land at different points along that spectrum.

BASIS has the lowest at-risk percentage for any middle or high school in the city.

BASIS: 6%
SWW: 10%
Deal: 11%
Latin MS: 12%
Hardy: 13%
Latin HS: 14%
DCI: 18%
Latin Cooper MS: 19%
Banneker: 23%
Jackson-Reed: 26%
Stuart-Hobson: 27%
Duke Ellington: 30%
McKinley HS: 32%

Also O-A: 7%, ITDS: 21%,CHML: 24%, John-Francis: 27%, but these are not really comparable as the values also include PK-5 students.[/quote]

Not only does Basis have the lowest at risk percentages, look at the SPED and ELL, basically negligible.

Also it really is not a fair comparison because one could argue it is a “test in” school from 6th on.

Take out the at risk, SPED, ELL, and be a test in school, then you will see comparable stats at Latin, DCI, Deal.

I mean just look at DCI, 3 times more at risk vs Basis. that is 300% more people.  It is not rocket science.

And that is why when Basis boosters say their school has the highest scores, it it not a fair comparison.  I would also add that Basis is known to cook their math scores because the kids don’t take the math test of the actual math subjects they are taking.[/quote]

I mean, the scores are the scores. They tell you how the students at the school are performing. If you send your child to BASIS, almost all of their classmates will be on or above grade-level. That's valuable in itself.

[b]But due to the differences in student demographics I don't think it tells you all that much about the comparative quality of the teaching/educational approach at BASIS.[/b][/quote]

Eh. This seems like an entirely theoretical construct that we don't use in any other context. No one says "well it's hard to say whether Harvard and Stanford are good schools because all their students were born on third base so we don't really know what value those universities added." Also, aside from the usual demographic stuff, student achievement is correlated with kids being in classes filled with other kids who are trying really hard to do well. BASIS offers that in spades. [/quote]

How do you know BASIS is "filled with kids trying really hard"? How do you know students in other schools are not "trying really hard"?

Most public discourse I hear about Harvard is about legacy admits and networking, not teaching quality. Frankly I wouldn't want my child to go to Harvard, either. But I understand why some people do.

It's fine to value student demographics highly in decisionmaking. I don't understand why BASIS families are so hesitant to acknowledge that that's primarily what they're doing.[/quote]

What?

This whole thread has been people complaining endlessly about how BASIS has such a high attrition rate because it aggressively weeds out kids who can't pass its tests. Now you're questioning whether kids there study more than at any other school?

We're clearly in the say-anything phase of people complaining about BASIS. [/quote]

Actually, people have been arguing about the source of attrition, with BASIS supporters arguing it's students failing comps and BASIS detractors arguing it's people opting out of an unpleasant school environment.[/quote]

oh stop. it's a pressure cooker environment. that's it. that's all. [/quote]

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