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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]For the record, 10% of kids at Eliot Hine are testing proficient in math.

[url]https://profiles.dcps.dc.gov/Eliot-Hine+Middle+School[/url]

The My School profiles have what might charitably be called a glitch where they mark sections as “n &lt; 10” when what they mean is “data suppressed.” If you add the students scoring 1-3 on the My School profile, you will see they do not sum to 100%. [/quote]

Are you saying that it's not actually less than 10 kids? So like they might have had 15 kids scoring a 4, but chose to suppress the data anyway?

Those percentages are percentages of kids who took the PARCC test. Anyone who took the MSAA, or who sat out the PARCC for whatever reason, wouldn't be included. So it's 10% of the kids who took the PARCC, which is smaller than the total reported population of 317. 
[/quote]

Yes. Just compare the DCPS profile to the My School profile. The percent of students scoring 1, 2, and 3 are the same, and they sum to 90%.

If 90% of test takers scored 1, 2, or 3, as My School reports, what percent scored 4 or 5? The answer is 10%.

I believe what happened here is that less than 10 students scored 5s, but more than 10 scored 4. If OSSE reported the number of 4s, a person like me could easily compute the exact number of students scoring 5. Which would raise privacy concerns. So they suppress the exact number of students scoring 4. [/quote]

I see. Thank you for your input. But still, 10% of the population cannot be more than 30 kids total, right? Because out of 317 kids, some take MSAA. And if those 30 kids are divided across 6th, 7th, and 8th, you've got 10 kids on or above grade level in each academic year. So that's still pretty terrible performance for a school that claims to offer IB curriculum and on- and above-grade-level content. [/quote]

I’m not going to say 10% proficient is great, no. But there’s a pretty big difference between a school that doesn’t work for anyone and a school that works for some kids, albeit fewer than we’d like. The second kind of school has something to build on.

And the difference between 0% and 10% may be particularly relevant in light of a point made on the last page, that Eliot-Hine is 10% white. A DC school where most of the white kids don’t test proficient is indeed underperforming, as that poster was arguing. Instead it looks like Eliot-Hine may be something all too familiar in DC: yet another school where demographics are destiny. [/quote]

Re: that last statement of demographics are destiny, a prior poster on the PARCC thread from last week (that thread has current data, myschooldc is still referencing the prior year) pulled out the data below with regards who what percent of a specific subgroup scored 4/5 on PARCC. 
[b]Race/Ethnicity White - ELA:
Hardy: 86%
Deal: 92%
Eliot Hine: &gt;95%

Race/Ethnicity White - Math:
Hardy - DS, too small to report
Deal: 84%
Eliot-Hine: 86%[/b]

I am not sure if our city is worse or on par with other cities with regards to the achievement gap between sub groups, but it breaks my heart and is a much more complex problem than class size or types of programs at a school. (for those of you who have not yet waded into that data, this dashboard is bit more user friendly than the huge spreadsheet OSSE uploaded last week https://www.empowerk12.org/data-dashboard-source/dc-parcc-dash)

About the IB topic, from what I have heard, the current principal at Eliot Hine (who has been there 6 years now I believe) has been pretty transparent that when she first started there was a lot of room to grow, but that they have been putting a lot of effort into training, shifting frameworks, etc. But I agree with the original poster who said that the boundary committee folks should think about which elementary/middle/high schools feed into each other so the programs can build on each other. [/quote]

Dude, no. What you're telling us with this data is that Eliot-Hine is doing quite badly with the majority of its population. And the number of white kids is so small that the scores are not very meaningful, so it's not as reassuring as you think it is. For Deal to have 84% of white kids on grade level is a lot of kids-- hundreds of kids in each grade. For EH, 86% of white kids is like 25 kids total. Not enough to support advanced course offerings. So I really have not the slightest clue why people make this argument. Being white is not some special magic thing that makes your kid not mind sitting in below-grade-level classes all day. It's fine for you to do policy analysis, but some of us are actually trying to place our kid in a school that will meet their needs. It's a totally different thing.[/quote]

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