It’s Worse Than I Thought

Now that I have isolated just DC public schools, the gaps under Rhee’s watch have grown much wider than even I expected. Remember, Rhee did essentially nothing from 2007 to 2008 that directly affected classroom teaching. Any changes that she brought about in teaching really started in 2009. But no matter. Look at this graph:

What this graph and table shows me is that EVERY SINGLE ONE OF THE IMPORTANT ACHIEVEMENT GAPS GOT SUBSTANTIALLY WORSE IN THE LAST SCHOOL YEAR.

Let me repeat that.Contraary to what the WaPo editorial board would have you believe,

EVERY SINGLE ONE OF THE IMPORTANT ACHIEVEMENT GAPS GOT SUBSTANTIALLY WORSE IN THE LAST SCHOOL YEAR.

Every single one.

Now that the tentacles of Rhee and Kamras have wormed their way into every single classroom in DC Public Schools for the school year that passed, thanks to their notorious Teaching and Learning Framework (or ‘Straightjacket’ if you prefer) and IMPACT, all of those gaps got much wider.

The B-W lines represent the differences in overall ‘pass’ rates on the DC-CAS of non-Hispanic black students and non-Hispanic white students. ‘Passing’ means you scored at the ‘proficient’ or ‘advanced’ level. One of the lines is for reading, and the other is for math.

The H-W lines represent the differences in overall ‘pass’ rates on the DC-CAS of Hispanic students and non-hispanic whites.

The SPED-Regular lines represent the differences in overall ‘pass’ rates of students in special education (called ‘educationally disabled’ in ed-speak) and students who are NOT in special education (called ‘not educationally disabled’ in the same lingo).

The Poor-NonPoor lines represent the differences in overall ‘pass’ rates of students who are considered Economically Disadvantaged and those who are considered Not Economically Disadvantaged.

I will next try to sort out the changes in DCPS by grade level, and to see what is happening to the actual DCPS population. I hope you noticed that almost all of my previous 3 or 4 posts that dealt with DC-CAS and DCPS data were mistaken, because I was conflating regular DCPS population and the charter schools. I will go back and fix that, and will also sort out what I think is important concerning the charter schools.

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Published in: on August 27, 2010 at 10:01 pm  Comments (2)  

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  1. If you get the LEA report card for DCPS and all levels, then click on the BY GRADE link, you will see the breakdown for the grades.

    The interesting thing I see is that for grades 7 and 10, 25% or more of white children are scoring proficient (in reading and in math) and 50% or more score advanced in each of those subjects. (For eighth grade it is reading 19% Prof and 68% ADV and math 37% PROF and 48% ADV)
    Another way is that 80% of white children “pass” while the “passing rate” for African American children is less than half of that.

    • Yes, I haven’t finished assembling the data by grades for DCPS, nor have I calculated how it goes in the charter schools at all. I’ll get there, but it takes time. GFB


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