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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Big improvement at Two Rivers, all campuses.

Slight dip at ITDS.[/quote]

I don't mean this as a jab to Two Rivers, just want to make sure I am looking at site correctly. I went to the EmpowerEd site, and sorted by performance of 'all students'. When I sorted by school, it looked like they dropped 2-4% from last year's scores, and a range of 3-21% less than pre-pandemic. Again, not judging that school at all, and I think the emphasis on these tests is not the best way to use our energy. But just wanted to ask if I was looking at that data incorrectly before I started looking at other data. [/quote]

It's totally possible that I'm doing it wrong. You have to be really careful looking at all the subgroups and it's easy to mess it up.[/quote]

Not PP but it automatically sets to at risk group so you need to change drop down to all students.[/quote]

IMO that is the strongest way to interpret these test results. If a school improves its scores bc the demographics shift and they have more affluent kids it doesn't mean as much to me. Schools that do the best job at chipping away at the achievement gap should be celebrated the most. [/quote]

Those are the schools to avoid because they have learned they can close the gap by pulling down the top learners.[/quote]

There are schools where there are very high achieving kids, and the lower achieving kids also improve. It is not always one or the other. I have seen teachers who have pushed kids in fourth grade to a 6th or seventh grade level while at the same time bringing up children that started at a first grade level  2-3 grade levels. The second student is still 'behind' by the end of 4th grade, but that growth is crucial. Again, not at every school, but data from schools can show both high achievement and decreasing gaps. [/quote]

Sure there might be an exception or outlier but totally agree with above.  DC tries to close the achievement gap by bringing down the top.  The top students are not given appropriate educational content and thus do not teach their full potential.  The achievement gap actually would be even wider. Courses are dumb down and grade inflation is rampant.

Talk to any teacher and ask them if they are able to effectively differentiate in classes where you have kids 3-4 grades apart, especially when the majority of those kids are on the lower end.  I already know the answer to that.  The outlier or exceptional  teacher might be able to do that in mid elementary but no way in middle or high school.  This is also based on the scenario that they have exceptional class management skills because we all know none of the kids are learning anything when behavioral issues dominant in the class which BTW gets much worst as kids get older.

Even with that, it’s [/quote]

I was able to differentiate for middle schools. There were 5 different levels of lessons. In order to do it, I didn’t do whole group instruction. The issue is that in DCPS, you aren’t allowed this flexibility. They expect you to teach “tier 1” instruction and think a one size fits all approach in the core classes actually works. They will say “scaffold”, but scaffolds without changing the actual content/skill don’t help when you are too far below or too far beyond the mean.[/quote]

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