Anonymous wrote:

Anonymous wrote:

Anonymous wrote:how much teaching to the test is there? If I look at the whitest school in DC -SWS- and compare their 3rd and 4th grade results -46% and 56%- to the average 79% and 70% for white kids, it seems that students at SWS are slackers. At least compared to the other white schools in the NW and Brent. Is it the education model? Cap Montessori is also bad, actually much worse.

SWS only has 3rd grade test results. I was surprised that it didn't have 25 white students in order to report test results for just white students. I was also surprised that their ELA was lower than their math - I was expecting the opposite.

SWS isn't the whitest school in DC - Janney for one has a higher white percentage. SWS is up there though in terms of percentage of white students and based on that, one might have expected better test results. I wonder if a lack of typing skills accounts for ELA being lower than math.

Thank you for pointing out the inaccuracy of the race statement by the PP poster (I'm pretty sure it's the same poster who always criticizes SWS about this).

Is this comparison only for 3rd grade or is it aggregate school results? If the latter, a better comparison would be grade by grade.

Surprised by the low number of SPED at MV. For such a big school - that's pretty low.

Anonymous wrote:

Anonymous wrote:how much teaching to the test is there? If I look at the whitest school in DC -SWS- and compare their 3rd and 4th grade results -46% and 56%- to the average 79% and 70% for white kids, it seems that students at SWS are slackers. At least compared to the other white schools in the NW and Brent. Is it the education model? Cap Montessori is also bad, actually much worse.

SWS only has 3rd grade test results. I was surprised that it didn't have 25 white students in order to report test results for just white students. I was also surprised that their ELA was lower than their math - I was expecting the opposite.

SWS isn't the whitest school in DC - Janney for one has a higher white percentage. SWS is up there though in terms of percentage of white students and based on that, one might have expected better test results. I wonder if a lack of typing skills accounts for ELA being lower than math.

Anonymous wrote:

Anonymous wrote:If you take the average of both scores, here are the best-performing schools (the share of kids scoring 4+):

Janney ES 0.7375
Ross ES 0.7255
Lafayette ES 0.719
Mann ES 0.706
Eaton ES 0.689
Stoddert ES 0.678
Murch ES 0.6745
Key ES 0.6495
Basis DC PCS 0.6335
Brent ES 0.626
Washington Yu Ying PCS 0.6105
DC Prep PCS Edgewood Elementary 0.6045
Washington Latin PCS - Middle School 0.5845
DC Prep PCS Edgewood Middle 0.568
KIPP DC LEAD Academy 0.549
Oyster Adams Bilingual School 0.5445
Deal MS 0.536
Hyde Addison ES 0.5165
School Within School at Goding 0.513
Latin American Montessori Bilingual (LAMB) PCS 0.458
Maury ES 0.44
Shepherd ES 0.4335
Hearst ES 0.4225
Inspired Teaching Demonstration PCS 0.383
Two Rivers PCS 0.375
Mundo Verde Bilingual PCS 0.354

Can you do the same list with the percentage of economically disadvantaged added? Would be helpful seeing which schools do the best with the poorer students. Thanks!

Updated list with equity report data for 2014-15 added. Note that the equity report data is school wide, not just the testing grades.

Janney ES 0.7375
Econ Disad – 1.2%
ELL – 4.3%
SPED – 7.5%

Ross ES 0.7255
Econ Disad - 6
ELL – 16.9
SPED – 4.2

Lafayette ES 0.719
Econ Disad – 2.7
ELL - 3
SPED –6.7

Mann ES 0.706
Econ Disad – 1.3
ELL – 11.3
SPED –7

Eaton ES 0.689
Econ Disad – 5.5
ELL – 9.1
SPED – 8.6

Stoddert ES 0.678
Econ Disad – 4.1
ELL – 17.2
SPED –5.5

Murch ES 0.6745
Econ Disad – 2.9%
ELL – 9%
SPED –5%

Key ES 0.6495
Econ Disad – 3.1%
ELL – 7.3%
SPED – 7.3%

Basis DC PCS 0.6335
Econ Disad – 17.4
ELL - 0
SPED –4.7

Brent ES 0.626
Econ Disad – 6.3
ELL – 1.4
SPED -7.1

Washington Yu Ying PCS 0.6105
Econ Disad – 9.5
ELL – 5.9
SPED –9.5

DC Prep PCS Edgewood Elementary 0.6045
Econ Disad – 77.8
ELL – 4.6
SPED -10.2

Washington Latin PCS - Middle School 0.5845
Econ Disad – 14.8
ELL - .8
SPED –8.7

DC Prep PCS Edgewood Middle 0.568
Econ Disad – 61.6
ELL - .3
SPED -16.3

KIPP DC LEAD Academy 0.549
Econ Disad – 75.2
ELL – 1.3
SPED –10.6

Oyster Adams Bilingual School 0.5445
Econ Disad – 20.8%
ELL – 12%
SPED -12%

Deal MS 0.536
Econ Disad – 17.1
ELL – 3.6
SPED –9.4

Hyde Addison ES 0.5165
Econ Disad – 7.9
ELL – 9.5
SPED –7.9

School Within School at Goding 0.513
Econ Disad – 6.9
ELL - .4
SPED –19%

Latin American Montessori Bilingual (LAMB) PCS 0.458
Econ Disad – 24%
ELL – 37.7
SPED – 12.3

Maury ES 0.44
Econ Disad – 12.6
ELL - .5
SPED -6.8

Shepherd ES 0.4335
Econ Disad – 18.6
ELL – 1.9
SPED –11.9

Hearst ES 0.4225
Econ Disad – 13.1
ELL – 9.6
SPED – 11.3

Inspired Teaching Demonstration PCS 0.383
Econ Disad – 18.3
ELL – 4.4
SPED –12.3

Two Rivers PCS 0.375
Econ Disad – 45.2
ELL – 3.9
SPED – 23.9

Mundo Verde Bilingual PCS 0.354
Econ Disad – 32.9
ELL – 20.8
SPED – 7.4

Anonymous wrote:For schools that focus on not using computers (i.e., "true" Montessori), we really don't have any idea if low scores reflect a lack of experience with computer testing or actual low proficiency, right?

would the opposite also hold true then? Schools that focus on computers would test better (given a similar student body)? If that is true, are the NW schools that did well using a lot of computers in their early grades? I actually don't know.

Anonymous wrote:My guess is that the SWS kids 1) had less teaching to the test and 2) less computer proficiency. But that is based on just a hunch.

I thought the whole point of Common Core was that it was not about teaching to the test but to test on critical thinking.

My guess is that the SWS kids 1) had less teaching to the test and 2) less computer proficiency. But that is based on just a hunch.

For schools that focus on not using computers (i.e., "true" Montessori), we really don't have any idea if low scores reflect a lack of experience with computer testing or actual low proficiency, right?

Anonymous wrote:how much teaching to the test is there? If I look at the whitest school in DC -SWS- and compare their 3rd and 4th grade results -46% and 56%- to the average 79% and 70% for white kids, it seems that students at SWS are slackers. At least compared to the other white schools in the NW and Brent. Is it the education model? Cap Montessori is also bad, actually much worse.

SWS only has 3rd grade test results. I was surprised that it didn't have 25 white students in order to report test results for just white students. I was also surprised that their ELA was lower than their math - I was expecting the opposite.

Anonymous wrote:how much teaching to the test is there? If I look at the whitest school in DC -SWS- and compare their 3rd and 4th grade results -46% and 56%- to the average 79% and 70% for white kids, it seems that students at SWS are slackers. At least compared to the other white schools in the NW and Brent. Is it the education model? Cap Montessori is also bad, actually much worse.

Those two examples had really tiny numbers tested (Capitol Hill @ Logan = 59 and SWS = 39).

how much teaching to the test is there? If I look at the whitest school in DC -SWS- and compare their 3rd and 4th grade results -46% and 56%- to the average 79% and 70% for white kids, it seems that students at SWS are slackers. At least compared to the other white schools in the NW and Brent. Is it the education model? Cap Montessori is also bad, actually much worse.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Aggregate for WOTP
Janney ES 74%
Ross ES 73%
Lafayette ES 72%
Mann ES 71%
Eaton ES 69%
Murch ES 68%
Key ES 65%
Oyster Adams Bilingual School 52%
Hearst ES 42%

The bolded are the only two that are significantly off.

Way to go Eaton with all your OOB and 15% low income kids!!

Hearst and Oyster also have significantly more OOB and FARMS students than all of the schools (including Eaton) listed here.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The racial achievement gap is astounding.

According to http://www.dcpcsb.org/sites/default/files/dems2.pdf there were about 93 African American kids in charters in the district who scored a 5 on math and about 91 white kids, despite white kids only making up 6% of the student body at charters in those grades. In ELA, there were more white kids than black ones who scored a 5, even though whites are 5% of the enrollment (I don't know why whites were 5% for ELA and 6% for math). Is it just that well-off AA students go private and well-off white students use charters?

There just aren't that many well off AA students in the district. That would be my guess to start. Consider that 75% of the city's students are economically disadvantaged.

Maybe not well off but there are plenty of solid middle income/upper middle income black families in the city. Our school is 50% black but only 15% low income. I am AA at a charter but most of my black friends go private or WOTP. Some moved to Moco.

Why do you think that is? (Curious, not asking with any snark or anything.)

Anonymous wrote:The racial achievement gap is astounding.

According to http://www.dcpcsb.org/sites/default/files/dems2.pdf there were about 93 African American kids in charters in the district who scored a 5 on math and about 91 white kids, despite white kids only making up 6% of the student body at charters in those grades. In ELA, there were more white kids than black ones who scored a 5, even though whites are 5% of the enrollment (I don't know why whites were 5% for ELA and 6% for math). Is it just that well-off AA students go private and well-off white students use charters?

The achievement gap exists in the regular DCPS schools with diverse populations as well. For example, the overall Hearst L4+ percentage is low when compared with other Ward 3 schools. But if you look at the data for just the white students you see that 72% are L4+ for ELA and 78% are L4+for math, which is comparable to the less diverse Ward 3 schools.

that is also just the charter data. Could be that high-achieving AA parents who stay in public school use the OOB DCPS more than the charters.

High-scoring kids who add racial diversity to a class might be able to get scholarships to private schools, but that's a topic for another DCUM forum.