This is a guest blog from “EFavorite” on much the same topic as I posted earlier today. Here goes:
Now I get it, The Post is giving Rhee credit for closing the achievement gap BEFORE SHE EVEN ARRIVED. It is the only way to cherry pick improvement from otherwise disappointing scores. The DC-CAS test is taken in the spring; Rhee didn’t arrive until the summer of 2007.
Counting the DC-CAS taken in the spring of 2007, then the 10th grade reading gap (the only grade that takes the test in high school) has closed a bit (1.7 points), from 46.6% in 2007 to 44.9% in 2010.
However, using only the 10th grade reading tests taken under Rhee’s watch, the gap has widened 6.5 points, from 38.4 in 2008 to 44.9% in 2010.
The news is a little better for Rhee on math. In 2007, before she arrived, the gap was 53.1%. Compared to 2010, it narrowed 4.8 points to 48.3%. However, after widening a bit in 2008 (54.4% and narrowing again in 2009 (42.9%), it widened to 48.3% in 2010.
The achievement gap is similar, but worse, for Rhee, among Hispanic 10th graders, and the reading and math achievement gap numbers are abysmal for minority 3rd graders, which of course, this editorial does not mention.
So, now let’s parse the section in the editorial about the achievement gap, with comments in [brackets]:
“There also has been success [as well as failure] in shrinking the achievement gap between white and minority students [only 10thgrade math improved and only by 2 or 3 points] between 2007 and 2010 on the D.C. Comprehensive Assessment System [But Rhee can’t be credited for gains in 2007, because she wasn’t here yet]. African American students in particular had success in closing the gap [Their losses under Rhee’s watch weren’t as great as Hispanic losses], with the most significant gains [that is, the ONLY minority gains], on the secondary level.” [There were no gains at the elementary level.]
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