Anonymous wrote:Why are people on this thread arguing with Muriel and her various deputy mayors. These are the only people who would sit and defend this sham.

Anonymous wrote:Why are people on this thread arguing with Muriel and her various deputy mayors. These are the only people who would sit and defend this sham.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So there's no way to tell if the growth in scores from Black and Hispanic students has to do with higher income Black and Hispanic students moving to DC. Ok then. Thanks, mathematicians, for providing useful propaganda for the Mayor. I guess that's what you got paid for.

So your theory is that we have an influx of UMC Black and Hispanic students flooding into DC? Seems unlikely but OK.

There's definitely some. How big of an influx do you need to skew the results? How big of an "improvement" was actually shown?

And to add, it's not my theory. My only theory is that this "study" is propaganda that doesn't appropriately define or address the issue but instead dresses up the desired conclusion in a veneer of respectability, which is shameful.

1. Test scores aren't a great measure.
2. Schools aren't the only thing that affects test scores.
3. Mayoral control vs. school board: where's the causal analysis to determine that was the cause and not "strong leadership and investment in education" regardless of the governance structure.

“It’s propaganda!” “Test scores don’t matter!”

So you think standardized test scores are an appropriate measure? Consider why.

why don’t you consider why not? because it’s obvious as f to the rest of us.

Because standardized testing is rooted in white supremacy and measures poverty, which is highly correlated with race especially in DC (see white supremacy again) rather than academic ability.

Fill in the blank: I recommend.......................to measure academic ability. No time limit.

I recommend not one single metric to measure academic ability.

I'm sorry that you feel that you need one to justify your career.

That was a dodge. Sent back for further elaboration. Scaffolding: In order to measure the success or failure of educational programming, I recommend several metrics to measure academic success. For example......

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So there's no way to tell if the growth in scores from Black and Hispanic students has to do with higher income Black and Hispanic students moving to DC. Ok then. Thanks, mathematicians, for providing useful propaganda for the Mayor. I guess that's what you got paid for.

So your theory is that we have an influx of UMC Black and Hispanic students flooding into DC? Seems unlikely but OK.

There's definitely some. How big of an influx do you need to skew the results? How big of an "improvement" was actually shown?

And to add, it's not my theory. My only theory is that this "study" is propaganda that doesn't appropriately define or address the issue but instead dresses up the desired conclusion in a veneer of respectability, which is shameful.

1. Test scores aren't a great measure.
2. Schools aren't the only thing that affects test scores.
3. Mayoral control vs. school board: where's the causal analysis to determine that was the cause and not "strong leadership and investment in education" regardless of the governance structure.

“It’s propaganda!” “Test scores don’t matter!”

So you think standardized test scores are an appropriate measure? Consider why.

why don’t you consider why not? because it’s obvious as f to the rest of us.

Because standardized testing is rooted in white supremacy and measures poverty, which is highly correlated with race especially in DC (see white supremacy again) rather than academic ability.

Fill in the blank: I recommend.......................to measure academic ability. No time limit.

I recommend not one single metric to measure academic ability.

I'm sorry that you feel that you need one to justify your career.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So there's no way to tell if the growth in scores from Black and Hispanic students has to do with higher income Black and Hispanic students moving to DC. Ok then. Thanks, mathematicians, for providing useful propaganda for the Mayor. I guess that's what you got paid for.

So your theory is that we have an influx of UMC Black and Hispanic students flooding into DC? Seems unlikely but OK.

There's definitely some. How big of an influx do you need to skew the results? How big of an "improvement" was actually shown?

And to add, it's not my theory. My only theory is that this "study" is propaganda that doesn't appropriately define or address the issue but instead dresses up the desired conclusion in a veneer of respectability, which is shameful.

1. Test scores aren't a great measure.
2. Schools aren't the only thing that affects test scores.
3. Mayoral control vs. school board: where's the causal analysis to determine that was the cause and not "strong leadership and investment in education" regardless of the governance structure.

“It’s propaganda!” “Test scores don’t matter!”

So you think standardized test scores are an appropriate measure? Consider why.

why don’t you consider why not? because it’s obvious as f to the rest of us.

Because standardized testing is rooted in white supremacy and measures poverty, which is highly correlated with race especially in DC (see white supremacy again) rather than academic ability.

Fill in the blank: I recommend.......................to measure academic ability. No time limit.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So there's no way to tell if the growth in scores from Black and Hispanic students has to do with higher income Black and Hispanic students moving to DC. Ok then. Thanks, mathematicians, for providing useful propaganda for the Mayor. I guess that's what you got paid for.

So your theory is that we have an influx of UMC Black and Hispanic students flooding into DC? Seems unlikely but OK.

There's definitely some. How big of an influx do you need to skew the results? How big of an "improvement" was actually shown?

And to add, it's not my theory. My only theory is that this "study" is propaganda that doesn't appropriately define or address the issue but instead dresses up the desired conclusion in a veneer of respectability, which is shameful.

1. Test scores aren't a great measure.
2. Schools aren't the only thing that affects test scores.
3. Mayoral control vs. school board: where's the causal analysis to determine that was the cause and not "strong leadership and investment in education" regardless of the governance structure.

“It’s propaganda!” “Test scores don’t matter!”

So you think standardized test scores are an appropriate measure? Consider why.

why don’t you consider why not? because it’s obvious as f to the rest of us.

Because standardized testing is rooted in white supremacy and measures poverty, which is highly correlated with race especially in DC (see white supremacy again) rather than academic ability.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A major problem with this study and the Post report is that both assume that African American students comprise a low-income monolith.
The District has been losing lower income African American residents for nearly two decades now. This has increased the percentage of Black D.C. residents who are upper income. In other words, in D.C., the educational and economic demographics within the race have changed. This undoubtedly contributes to the higher average scores of African American students.

I can't help but notice whenever positive statistics about African American is released, white people rush to refute it.

It's fascinating because this is never done to other demographics especially asians.

The bias towards African Americans is strong AF.

+1 anti-reform / anti-charter folks *think* they are social justice warriors, but are more committed to their own personal pet theories than any actual improvements for students of any race.

Clearly social justice is achieved by paying sketchy private ed organizations like Ten Square to help charter schools juke their stats is the real deal and truly helps kids learn. That's why the achievement gap has narrowed so quickly.

Triggered> Pet theory threatened

Great counter argument. Thank you

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A major problem with this study and the Post report is that both assume that African American students comprise a low-income monolith.
The District has been losing lower income African American residents for nearly two decades now. This has increased the percentage of Black D.C. residents who are upper income. In other words, in D.C., the educational and economic demographics within the race have changed. This undoubtedly contributes to the higher average scores of African American students.

I can't help but notice whenever positive statistics about African American is released, white people rush to refute it.

It's fascinating because this is never done to other demographics especially asians.

The bias towards African Americans is strong AF.

+1 anti-reform / anti-charter folks *think* they are social justice warriors, but are more committed to their own personal pet theories than any actual improvements for students of any race.

Clearly social justice is achieved by paying sketchy private ed organizations like Ten Square to help charter schools juke their stats is the real deal and truly helps kids learn. That's why the achievement gap has narrowed so quickly.

Triggered> Pet theory threatened

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So there's no way to tell if the growth in scores from Black and Hispanic students has to do with higher income Black and Hispanic students moving to DC. Ok then. Thanks, mathematicians, for providing useful propaganda for the Mayor. I guess that's what you got paid for.

So your theory is that we have an influx of UMC Black and Hispanic students flooding into DC? Seems unlikely but OK.

There's definitely some. How big of an influx do you need to skew the results? How big of an "improvement" was actually shown?

And to add, it's not my theory. My only theory is that this "study" is propaganda that doesn't appropriately define or address the issue but instead dresses up the desired conclusion in a veneer of respectability, which is shameful.

1. Test scores aren't a great measure.
2. Schools aren't the only thing that affects test scores.
3. Mayoral control vs. school board: where's the causal analysis to determine that was the cause and not "strong leadership and investment in education" regardless of the governance structure.

“It’s propaganda!” “Test scores don’t matter!”

So you think standardized test scores are an appropriate measure? Consider why.

why don’t you consider why not? because it’s obvious as f to the rest of us.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A major problem with this study and the Post report is that both assume that African American students comprise a low-income monolith.
The District has been losing lower income African American residents for nearly two decades now. This has increased the percentage of Black D.C. residents who are upper income. In other words, in D.C., the educational and economic demographics within the race have changed. This undoubtedly contributes to the higher average scores of African American students.

I can't help but notice whenever positive statistics about African American is released, white people rush to refute it.

It's fascinating because this is never done to other demographics especially asians.

The bias towards African Americans is strong AF.

+1 anti-reform / anti-charter folks *think* they are social justice warriors, but are more committed to their own personal pet theories than any actual improvements for students of any race.

Clearly social justice is achieved by paying sketchy private ed organizations like Ten Square to help charter schools juke their stats is the real deal and truly helps kids learn. That's why the achievement gap has narrowed so quickly.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A major problem with this study and the Post report is that both assume that African American students comprise a low-income monolith.
The District has been losing lower income African American residents for nearly two decades now. This has increased the percentage of Black D.C. residents who are upper income. In other words, in D.C., the educational and economic demographics within the race have changed. This undoubtedly contributes to the higher average scores of African American students.

I can't help but notice whenever positive statistics about African American is released, white people rush to refute it.

It's fascinating because this is never done to other demographics especially asians.

The bias towards African Americans is strong AF.

+1 anti-reform / anti-charter folks *think* they are social justice warriors, but are more committed to their own personal pet theories than any actual improvements for students of any race.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So there's no way to tell if the growth in scores from Black and Hispanic students has to do with higher income Black and Hispanic students moving to DC. Ok then. Thanks, mathematicians, for providing useful propaganda for the Mayor. I guess that's what you got paid for.

So your theory is that we have an influx of UMC Black and Hispanic students flooding into DC? Seems unlikely but OK.

There's definitely some. How big of an influx do you need to skew the results? How big of an "improvement" was actually shown?

And to add, it's not my theory. My only theory is that this "study" is propaganda that doesn't appropriately define or address the issue but instead dresses up the desired conclusion in a veneer of respectability, which is shameful.

1. Test scores aren't a great measure.
2. Schools aren't the only thing that affects test scores.
3. Mayoral control vs. school board: where's the causal analysis to determine that was the cause and not "strong leadership and investment in education" regardless of the governance structure.

“It’s propaganda!” “Test scores don’t matter!”

So you think standardized test scores are an appropriate measure? Consider why.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So there's no way to tell if the growth in scores from Black and Hispanic students has to do with higher income Black and Hispanic students moving to DC. Ok then. Thanks, mathematicians, for providing useful propaganda for the Mayor. I guess that's what you got paid for.

So your theory is that we have an influx of UMC Black and Hispanic students flooding into DC? Seems unlikely but OK.

There's definitely some. How big of an influx do you need to skew the results? How big of an "improvement" was actually shown?

And to add, it's not my theory. My only theory is that this "study" is propaganda that doesn't appropriately define or address the issue but instead dresses up the desired conclusion in a veneer of respectability, which is shameful.

1. Test scores aren't a great measure.
2. Schools aren't the only thing that affects test scores.
3. Mayoral control vs. school board: where's the causal analysis to determine that was the cause and not "strong leadership and investment in education" regardless of the governance structure.

“It’s propaganda!” “Test scores don’t matter!”

So you think standardized test scores are an appropriate measure? Consider why.