More on Poverty and Segregation in DC Publicly-Funded Schools

According to the educational DEformers who have seldom (or ever) tried to teach in an inner-city or rural poverty-stricken, segregated school, all one needs to do in order to ‘smash’ the ‘achievement gap’ is to fire all the veteran, unionized teachers and hire new and inexperienced but somehow ‘excellent’ college grads, close the old ‘failing’ schools, and all will be peaches and cream and light and wonderfulness.

In DC, nearly half of all students now attend charter schools.

Many of those schools remain completely segregated both by class and by race, as I have shown, just as many of the regular public schools were (and are).

Well, how do these new charter schools do?

Actually, not very much better. Certainly the millennium has not come.

I present to you three graphs that I made using the stats released by DC’s Office of the State Superintendent of Education. On the x-axis, I added the rate of poverty and the rate of segregation to produce an index that goes from 0% (impossibly un-segregated with 100 or more equally-represented ethnic groups and no kids on free and reduced-price lunch) to 200% (which means 100% black and/or hispanic and 100% eligible for free or reduced-price lunch).

On the y-axis I graphed the average of the ‘pass’ rates in math and reading.

You will see that an enormous number of schools line up on the far right-hand edge of the graph. Those are the high-poverty, highly segregated schools. Only a very small fraction of schools (both regular public and charter) are anything else.

This graph is for ALL publicly-funded schools, both regular and charter:

Notice that the linear correlation between segregation & poverty on the one hand, and average achievement on the other, is fairly strong and negative. R-squared is 0.49, which means that the correlation coefficient R is about 0.7.

Next, let’s look at just the DC public schools:

You will notice that the correlation is a bit higher: R-squared is 0.62, which means that R itself is nearly 0.8. Most of the high-poverty and high-segregation schools have proficiency rates between 10% and 55%.

And now let’s look at the same graph for the DC charter schools:

To their credit, the charter schools do appear to have a weaker correlation between my poverty&segregation index and test scores. R-squared is about 0.29, which means that R is a bit more than 0.5.

Do the charter schools seem to have some magic bullet, so that all of the schools with segregation & poverty indices of 190% or more are all scoring at the top of the charts? No way. The cluster of schools at the far right-hand end of this graph still score fairly low: between 18% and 65%, instead of between 10% and 55%.

Of course, we don’t exactly know how that happens. A difference that small can easily be obtained by rejecting incomplete applications and pushing out certain students.

You also can see that there are essentially NO charter schools with average proficiency rates over 85%, but there are ten such regular public schools.

If there are any requests to see my spreadsheet, I’ll post it as a Google Doc. Just post a comment. (Sorry, the comments button is really tiny and hard to see, but it’s under this text on your screen.)

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Poverty, Segregation, and Test Scores in DC

While looking at the latest released NCLB test scores in Washington, DC, I was struck by the enormous number of students who are stuck in completely segregated schools, on the eve of the 50th anniversary of the March on Washington for civil rights and justice.

100% black student body and 100% of them on free or reduced-price lunches (i.e., poor) is the most obvious group of schools.

Followed by another very large group of schools that are 90-99% black & hispanic and 100% poor.

Very, very few schools have an actual mix of white, hispanic, black, and asian students.

This is true for both the regular public schools in DC and for the publicly-funded but privately-run charter schools.

Out of a  total of 181 DC schools for which I have data, 23 have ‘perfectly’ segregated student bodies — that is, every single kid is black and/or hispanic,  AND every single kid is eligible for free or reduced-price lunches.

Here is the list:

 Aiton Elementary Arts + Technology Public Charter Beers Elementary Burrville Elementary C. W.  Harris Elementary Center City (Congress Heights campus) Public  Charter Center City (Shaw campus) Public Charter Ferebee-Hope Elementary Garfield Elementary Howard  Road (MLK campus) Public Charter Howard Road (main campus) Public Charter Integrated Design Electronics Academy (IDEA) Public Charter Johnson Middle Martin Luther King Elementary Ludlow-Taylor Elementary Malcolm X Elementary Maya Angelou (Evans campus) Public Charter Meridian Public Charter Options Public Charter Randle Highlands Elementary Septima Clark Public Charter Simon Elementary Stanton Elementary
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2013 DC-CAS Scores Released (Sort of)

The DC Office of the State Superintendent has released a spreadsheet with overall proficiency rates in reading and math and a combination of the two for the  spring 2013 DC-CAS multiple-choice test. You can see the whole list here. and look for your favorite school, charter or public.

Overall, percentages of students deemed ‘proficient’ or ‘advanced’ seem to be up a bit from last year. At some schools, the scores went up enormously — which we know is often a suspicious sign.

But there are several major problems with this data:

(1) We have no idea whether this year’s test was easier, harder, or the same as previous years’ tests, since the manufacturer is allowed to keep every single item secret. The vast majority of teachers are forbidden even to look at the tests they are administering, to see if the items make sense, match the curriculum, are ridiculously hard, or are ridiculously easy.

(2) We have no idea what the cutoff scores are for any of the categories: “basic”, “below basic”, “proficient”, or “advanced”. Remember the scams that the education authorities pulled in New York State a few years ago on their state-wide required student exams? If not, let me remind you: every year they kept reducing the cutoff scores for passing, and as a result, the percentages of students passing got better and better. However, those rising scores didn’t match the results from the NAEP. It was shown that to get a passing grade on certain tests, a student only had to guess about 44% of the answers to get a proficient score — on a test where each question had four possible answers (A, B, C, D). (NYT article on this)

(3) In keeping with their usual tendency to make information hard to find, the OSSE data does not include any demographic data on the student bodies. We don’t know how many students took the tests, or what percentages belong to which ethnic group or race, or how many are on free or reduced-price lunch, or are in special education, or are immigrants with little or no English. Perhaps this information will come out on its own, perhaps not. It is certainly annoying that nearly every year they use a different format for reporting the data.

I think it’s time for a Freedom of Information Act request to get this information.

Published in: on July 30, 2013 at 5:04 pm  Comments (5)
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Utter, Stunning Failure by Rhee, Kamras, Henderson et al:

Mr. Teachbad” did such a great job analyzing the utter failure of these contemptible liars that I hope he won’t mind that I re-post it in full:

====================

16 MAR 2013       by

Well, shit…THAT didn’t work. Now what?

This is stunning.

You remem­ber Michelle Rhee, right? She came to turn the DC pub­lic school sys­tem around. In 2007 she grabbed this city by the throat and shook it into sub­mis­sion.  Teach­ers were fired by the hun­dreds and prin­ci­pals by the dozens. Thou­sands have left the sys­tem because they did not want to work under the con­di­tions Rhee and Jason Kam­ras, her chief teacher tech­ni­cian, were imposing.

That was fine with her. Screw ‘em.  She would find new peo­ple who were will­ing to work hard and believed in chil­dren. Mil­lions upon mil­lions of new dol­lars were found and spent on telling teach­ers how to teach, reward­ing the lap­dogs and fer­ret­ing out the infidels.

Big change never comes easy. You can’t make an omelet with­out break­ing some eggs, etc. But if the right peo­ple have the resources and the courage to make and fol­low through with the tough deci­sions, great things can happen.

After five years, how is DCPS doing? A DC Fis­cal Pol­icy Insti­tute study released ear­lier this week has eval­u­ated the work of Rhee and her suc­ces­sor, Kaya “sucks-to-be-me” Hen­der­son. A write up of the study by Emma Brown can also be found at the Wash­ing­ton Post.

The prin­ci­pal find­ing of the study was that the “share of stu­dents scor­ing at a pro­fi­cient level at the typ­i­cal school fell slightly between 2008 and 2012.”

Whatch­utalk­in­boutwillis? Seri­ously? Read that again. Oh…my…God.

But hold on. That can’t really say every­thing. And what the hell is a “typ­i­cal school”? Let’s dis­ag­gre­gate the data.

Fair enough. The first thing to notice is that pub­lic char­ter schools are doing bet­ter than DCPS schools; not by a huge amount, but it is notice­able and across the board. So there’s that.

More impor­tantly, inter­est­ing pat­terns are revealed when look­ing at schools across these five years by income quin­tiles. Then, as now, the best per­form­ing schools are in the wealth­i­est parts of town and the worst per­form­ing schools are in the poor­est parts of town. That almost goes with­out say­ing. But have schools in the poor­est parts of the city begun to catch up? After all, that’s what this is sup­posed to be all about; clos­ing the achieve­ment gap. How’s that going?

There’s no easy way to say this, so I’ll just come out with it:

Pro­fi­ciency rates have increased in the four wards with the high­est incomes. Pro­fi­ciency rates have fallen in the four wards with the low­est incomes.

So, Michelle, Kaya and Jason…it appears you have man­aged to INCREASE the size of the Achieve­ment Gap in Wash­ing­ton, DC. And, Michelle, you are now try­ing to export your great ideas to the entire coun­try? If the three of you don’t feel stu­pid by now, you’re even dumber than I thought. You should all resign. Immediately.

But maybe there’s hope. There is a new plan. Not just any plan, but a strate­gic plan. The study notes that DCPS’s newCap­tial Com­mit­ment plan (yawn) sets the “ambi­tious goal of increas­ing pro­fi­ciency rates at the 40 low­est per­form­ing schools by 40 per­cent­age points by 2017….Given the DC CAS score trends over the past four years, it would appear that DCPS needs to under­take sub­stan­tial changes to the way it oper­ates to make this goal a reality.”

Wait. Didn’t we just do that?

Published in: on March 16, 2013 at 7:24 pm  Comments (5)
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A Few of Diane Ravitch’s Contributions

This is from Richard Hake, who apparently is paraphrasing what David Denby at <http://nyr.kr/RPfOkF> wrote (paraphrasing; supplemented by references to Ravitch’s critiques in “The New York Review of Books”:

Diane Ravitch has emerged as one of the leading opponents of the education-reform movement. She has:

1. Written a series of scathing rebuttals of reform measures in “The New York Review of Books”:
a. “The Myth of Charter Schools” <http://bit.ly/h0Lx8Q&gt;;
b. “School ‘Reform’: A Failing Grade”<http://bit.ly/TclFCY&gt;;
c. “Schools We Can Envy” <http://bit.ly/QqtdTi&gt;;
d. “How, and How Not, to Improve the Schools” <http://bit.ly/RPBDAO&gt;;
e.  “Do Our Public Schools Threaten National Security?” <http://bit.ly/10hxmth&gt;;
f. “In Mitt Romney’s Schoolroom” <http://bit.ly/TcmHxS&gt;; and
g. “Two Visions for Chicago’s Schools” <

2.  Written some two thousand posts on a blog <http://dianeravitch.net/ > she started in April, which has received almost a million and a half page views.

3. Published “The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education”[Ravitch (2010a)] at <http://amzn.to/pAjeZU&gt;.

4. Barnstormed across the country giving speeches berating the reform movement, which, in addition to test-based “accountability,” also supports school choice and charter schools (public institutions that often receive substantial private funding and are free from many regulations, such as hiring union teachers in states that require it), and which she calls a “privatization” movement. The reform movement has the support of President Obama and his Education Secretary, Arne Duncan; it is also championed by the Republican Party; by many governors, mayors, and schools chancellors; and by a variety of wealthy entrepreneurs and fund managers, including Bill Gates, Mark Zuckerberg, and Whitney Tilson. It has changed educational thinking in states such as Florida, Wisconsin, and Louisiana, and in cities such as Washington, D.C., New York, Los Angeles, and Chicago.

5. Argued that the reform movement is driven by an exaggerated negative critique of the schools, and that it is mistakenly imposing a free-market ethos of competition on an institution that, if it is to function well, requires cooperation, sharing, and mentoring.

Published in: on November 20, 2012 at 2:19 pm  Comments (2)
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Part 3: Enrollment Trends In DC’s Public Schools and Charter Schools

I notice some interesting trends when I look at these three charts from the Washington, DC Office of the State Superintendent of Education, or DC OSSE.

Do you see what I see?

This first one is enrollment by grade grouping for all DC’s publicly-funded schools, that is, both the regular public schools and the charter schools, combined:

The next one is just for the regular DC public schools:

and the last OSSE graph is just for the charter schools, which are publicly funded but privately run:

One thing I note is that in preK-3, and in Adult Education, and in Special Education schools, there are now more students enrolled in the charter schools than in the regular public schools.

(Not so in the other grade strands.)

The Carlos Rosario adult education school is a charter school,  and apparently well-funded, may be part of the reason for the surge in Adult Ed students in the charter realm. It’s located near the home of a family member, and seems to have a lot of students. I am not sure what’s going on with the special education schools (though as I’ve noted before, it’s awfully weird that nearly every single special education student at these schools, whether charter or public, tests either “proficient” or “advanced”, when a substantial portion of them are unable to feed, dress, or bathe themselves, much less read).

I do not know why the overall enrollment for grades 4 and 5 is down for all publicly-funded schools in DC as a whole, and I am not at all sure why the number of DCPS students in those two grades is down by five percent.

I had sort of expected that the small, one-percent rise in regular DCPS population would be mostly from growth in Pre-K. That turned out not to be the case. If you just count “traditional” enrollment in grades Kindergarten through 12, enrollment went from 37,927 to 38,397, which is an increase ofr 470 students, roughly 1.2%; and that’s about the same as the corresponding change in DCPS as a whole, i.e. 1.5%.

In the charter schools, too, the enrollment growth in grades K through 12 is about 11.1%, not really different from the overall charter school growth of 11.0%.

That’s what I see.

What do you see?

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Part 2: DCPS and DC charter school enrollments, 2011-2013

Let’s now look at what happened to the enrollment in the ordinary DC public schools, and in the charter schools, separately, over the same period (sy 2001/2 through sy 2012/13), so far.

Here is OSSE’s somewhat misleading graph for the regular DC public school system:

Once again, they are using a vertical scale that doesn’t go to zero, which exaggerates the amount of change. Just looking at the height of the bars, you might think that in 2010, there were only half as many students as in 2002. But that is definitely not the case: it was only a drop of about 32%. That’s serious, but not the same as a 50% drop.

Here is the same data, reformatted by me:

Here, the height of the bars is proportional to the enrollment. And you can see that in the years after 2008, there has been very little change one way or the other in the enrollment of regular DC public schools.

Now let’s compare that with the enrollment in the DC charter schools, which has seen a steady and dramatic increase. For once, the OSSE graph is NOT misleading!!!

The reason that the last blue bar on the right is over three times as tall as the first bar on the left is that, in fact, the charter school population during the current year (2012-13) is in fact nearly three and a half times as much as the charter school population was in 2001-2. That is explosive growth!

Now let’s look at market share, so to speak. What percentage of the students attending publicly-funded pre-K-12 schools in DC are going to regular public schools and what percentage are attending charter schools? The following graph, prepared by me, lets you see just that:

If you follow the trends, it would appear that in a few years, there will be more students in “public” charter schools in DC than in the regular public schools.

Reactions from our public officials? A quote from Mayor Vincent Gray: “One of the strongest indicators that our school system is improving is a steady increase in enrollment numbers – an increase I’m proud to see we have once again achieved,” said Mayor Vincent C. Gray. “This marks the largest enrollment increase in the District’s public schools in 45 years.”

Again, factually correct, but rather an exaggeration. He and his superintendent of schools appear to starve regular DCPS classrooms, enlarge an already bloated and overpaid central office bureaucracy, while funneling cash via foundations to the charter schools. DC now has a larger percentage of its school-age population in charter schools than any other city except for Katrina-battered New Orleans, which mostly means that DCPS central administration remains utterly incompetent at running a school system.

Published in: on October 25, 2012 at 2:27 pm  Comments (2)
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A Look at population trends in DC’s school population

I’m going my best to play it straight.

In the following fiew posts I will try to give you a clear look at how the publicly-funded student enrollment in Washington, DC has been trending over the past decade or so.

I’ll then make a few predictions of how I think things will continue in the next few years.

And then make some judgments on what these records mean.

I think that graphs are often one of the very easiest ways to make things clear, but as Darrell Huff wrote a long time ago in a classic work called “How to Lie With Statistics“, you can still use them in many ways to mislead if you want to.

Here is the very first graph given by DC’s Office of the State Superintendent of Education, or OSSE:

Looks like a huge jump, right? Maybe the latest enrollment is about twice as much as it was at its low point just after Rhee got here to save the day in 2008, right?

No.

It’s not such a huge jump.

And it’s for the regular DC public schools combined with the DC charter schools (privately run tho funded by taxpayers). Not just DCPS, which I’ll look at in a subsequent blog.

The scale is really misleading. The total population is in fact increasing, but (a) most of it seems to have occurred after Rhee left, and (b) from the current high of 80,854 from a nadir of 70,922 is only a 14% increase, or about one-seventh, not a doubling of population.

One’s eye wouldn’t trick one so if one used a scale that went all the way to zero on the vertical axis. (BTW, this is precisely one of Huff’s methods of lying with statistics!) So here is what I think is a fairer way to represent the data, with a scale that goes from 0 to 90,000.

You can see that over the past decade or so, there was a modest drop, followed by a modest rise. These are NOT huge changes, folks!

Is there something special and weird going on? Not really. The population of DC is rebounding somewhat, as well. Take a look at this graph prepared by Google and the US Census Bureau, not by me:

I hope it’s not a surprise that the school enrollment numbers and the total DC population of all ages do not move in lockstep! But, as a general rule, if you get more adults, they have a mysterious way of making babies, and those little’uns eventually do grow up and go to school somewhere!

Published in: on October 25, 2012 at 11:49 am  Comments (2)
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How Far We Have NOT Come

Before the rise of charter schools in Washington, DC, the claim was that there were too many school buildings. A common complaint was that DC Public School system was too thinly spread and chaotic.

By my count as of 2012, we have at least 189 different schools, a good number of them charter schools, of course. Unless I’m completely mistaken, this is MORE separate schools than we had at any time before-hand. (A few more schools are not counted at all…)

Of all of these schools, only a tiny fraction of them have any white kids at all. I count a total of twenthy-seven of them  that have a tested population consisting of more than FIVE percent non-hispanic whites, in a city whose population is about 35% white and about 51% black, according to the 2000 census.

Here is the list of all of those schools with at least a handful of white kids, in alphabetical order, with their stated percentage of non-hispanic white students. To make the distinction clearer for those not highly familiar with DC schools, I wrote the abbreviation “(ch)” after the names of the charter schools.

1              Brent ES               34%

2              Capital City – Lower (ch)        24%

3              D.C. Bilingual (ch)      23%

4              Deal MS               42%

5              E.L. Haynes – Georgia Ave  (ch)          9%

6              Eaton ES               31%

7              Ellington School of the Arts          9%

8              Elsie Whitlow Stokes Community Freedom (ch)          7%

9              Hardy MS            9%

10           Hearst ES             19%

12           Janney ES            68%

13           Key ES   69%

14           Lafayette ES       69%

15           Montessori School @ Logan        40%

16           Murch ES             58%

18           School Without Walls HS               35%

19           Stoddert ES        45%

20           Stuart-Hobson Middle School     13%

21           Tuition Grant-DCPS Non Public  15%

22           Two Rivers – Elementary (ch)                40%

23           Two Rivers – Middle (ch)       14%

24           Washington Latin – Middle (ch)           36%

25           Washington Yu Ying (ch)       21%

26           Watkins ES (Capitol Hill Cluster)       19%

27           Wilson, Woodrow HS     19%

I was going to list all the highly-segregated schools, but I realized even if I defined “segregated” as having more than 85% of the school population as being of one single ethnic/racial group or being poor, that that would be an exceedingly long list! In fact, I count exactly 200 instances where a school is highly segregated by ethnicity or poverty or both! (A school like Drew, which is 98% black and 92% poor, gets counted twice.)

We have 28 public and charter schools where 90% of the students are poor, as measured by being on the Free and Reduced Meals list. Here they are:

1              Aiton ES

2              Amidon-Bowen ES

3              Center City – Brightwood (ch)

4              Center City – Congress Heights (ch)

5              Cesar Chavez – Bruce Prep (ch)

6              Community Academy – Amos III (ch)

7              Community Academy – Butler (ch)

8              Community Academy – Rand (ch)

9              Drew ES

11           Ferebee-Hope ES

12           Friendship – Blow-Pierce (ch)

13           Friendship – Southeast Academy (ch)

14           Hendley ES

16           Imagine Southeast (ch)

17           Kenilworth ES

18           King, M.L ES

19           Kramer MS

20           Malcolm X ES

21           Mary McLeod Bethune – Slowe_Brookland (ch)

22           Maya Angelou – Middle (ch)

23           Moten ES at Wilkinson

24           Patterson ES

25           Savoy ES

26           Stanton ES

27           Tree of Life Community (ch)

28           Tubman ES

As my title laments, how far we have NOT come in reaching the dream of which Dr. King spoke.

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Double-Digit Increases and Decreases in NCLB Pass Rates: Real or Fraudulent?

A lot of DC public and charter schools have had a lot of double-digit year-to-year changes in their published proficiency rates from 2008 through 2012.

Of course, that sort of change may be entirely innocent, and even praiseworthy if it’s in a positive direction and is the result of better teaching methods. However, we now know that such changes are sometimes not innocent at all and reflect changes in methods of tampering with students’ answer sheets. (And we also know that DC’s Inspector General and the Chancellors of DCPS are determined NOT to look for any wrong-doing that might make their pet theories look bad.)

Whether these are innocent changes, or not, is for others to decide – but these schools’ scores are worth looking at again, one way or another. If it’s fraud, it needs to be stopped. If double-digit increases in DC-CAS pass rates are due to better teaching, then those methods need to be shared widely!

What I did was examine a spreadsheet published by OSSE and Mayor Gray’s office and examine how the percentages of “proficient” students in reading and math at each school changed one year to the next, or from one year to two years later for the period SY 2007-8 through SY 2011-12, five full years. I then counted how many times a school’s listed percentage of “proficient” students went up, or went down, by ten or more percentage points, from one year to the next, or from one year to two years later.

One charter school, D.C. Preparatory Academy PCS – Edgewood Elementary Campus, had ELEVEN double-digit changes from year to year or from one year to two years later. All were upward changes. Perhaps these are really the results of educational improvements, perhaps not. I have no way of knowing. If it’s really the result of better teaching, great! Let their secrets be shared! If it’s not legitimate, then the fraud needs to end.

Two regular DC public elementary schools, Tyler and Hendley, both had TEN double-digit changes measured in the same way. Both had four increases of 10% or more, and both had six decreases by the same amount.

Six schools had NINE double-digit changes. After the names of each school, I will list how many of these were in the positive and negative directions (i.e., up or down). Here they are:

1. Burroughs EC (3 up, 6 down)
2. D.C. Bilingual PCS (8 up, 1 down)
3. Kimball ES (2 up, 7 down)
4. Meridian PCS (5 up, 4 down)
5. Potomac Lighthouse PCS (6 up, 3 down)
6. Wilson J.O. ES (2 up, 7 down)

Thirteen schools had EIGHT double-digit year-to-year changes in proficiency rates. I will list them similarly:

1. Aiton ES (0 up, 8 down)
2. Barnard ES (Lincoln Hill Cluster)  (2 up, 6 down)
3. Cesar Chavez PCS – Capitol Hill Campus (6 up, 2 down)
4. Coolidge SHS (3 up, 5 down)
5. Hospitality PCS (4 up, 4 down)
6. Houston ES (3 up, 5 down)
7. Ludlow-Taylor ES (5 up, 3 down)
8. Noyes ES (1 up, 7 down)
9. Raymond ES (1 up, 7 down)
10. Roots PCS- Kennedy Street Campus (5 up, 3 down)
11. Septima Clark PCS (8 up, 0 down)
12. Thomas ES (4 up, 4 down)
13. Washington Math Science Technology (WMST) PCS (4 up, 4 down)

Eighteen schools had SEVEN double-digit year-to-year changes:

1. Booker T. Washington PCS (4 up, 3 down)
2. Brent ES (7 up, 0 down)
3. Community Academy PCS – Butler Bilingual (7 up, 0 down)
4. Garrison ES (2 up, 5 down)
5. Hearst ES (0 up, 7 down)
6. Imagine Southeast PCS (6 up, 1 down)
7. LaSalle-Backus EC (1 up, 6 down)
8. Leckie ES (2 up,                 5 down)
9. Marie Reed ES (2 up, 5 down)
10. Martin Luther King ES (3 up, 4 down)
11. McKinley Technology HS (7 up, 0 down)
12. Payne ES (5 up, 2 down)
13. Ross ES (6 up, 1 down)
14. Sharpe Health School (4 up, 3 down)
15. Takoma EC (0 up, 7 down)
16. Tree of Life PCS (3 up, 4 down)
17. Turner  ES at Green (3 up, 4 down)
18. Two Rivers Elementary PCS (7 up, 0 down)

Seventeen schools had SIX double-digit year-to-year changes in proficiency rates:

1. Bruce-Monroe ES at Park View (2 up, 4 down)
2. Burrville ES (1 up, 5 down)
3. C.W. Harris ES (2 up, 4 down)
4. Center City PCS – Capitol Hill Campus (6 up, 0 down)
5. Center City PCS – Trinidad Campus (5 up, 1 down)
6. Cesar Chavez PCS – Bruce Prep Campus (6 up, 0 down)
7. D.C. Preparatory Academcy PCS – Edgewood Middle Campus (6 up, 0 down)
8. Ferebee Hope ES (1 up, 5 down)
9. Friendship PCS – Blow-Pierce (2 up, 4 down)
10. Friendship PCS – Collegiate (4 up, 2 down)
11. Kenilworth ES (5 up, 1 down)
12. Luke C. Moore Academy HS (4 up, 2 down)
13. Mamie D. Lee School (4 up, 2 down)
14. Roosevelt SHS (3 up, 3 down)
15. Simon ES (3 up, 3 down)
16. Stanton ES (3 up, 3 down)
17. Winston EC (1 up, 5 down)

Let me caution my readers: Just because there are double-digit changes does not in itself mean there is fraud. Student populations can change in average socioeconomic status or composition for all sorts of reasons. Teaching staff and administrators can also change – and so can teaching methodologies, and sometimes entire schools move from one location to another one, with somewhat unpredictable results for good or for the opposite.

However, documented news articles in USA Today and the Atlanta Journal-Constitution, which I have referenced in this blog, have shown convincingly that some of the large swings are definitely due to massive amounts of erasures of incorrect answers, or improper coaching of students during the test by administrators or teachers.

If the increases in pass rates are in fact legitimate, then the rest of the teachers in DC need to know what those secrets are!

In any case, there should be further scrutiny to figure out what is causing such large swings in scores at so many schools.

Note: I got my data here: http://osse.dc.gov/release/mayor-vincent-c-gray-announces-2012-dc-cas-results

Published in: on October 4, 2012 at 5:26 pm  Comments (1)
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