Where DC’s schools rank by family income, test scores, and ethnicity – NYTimes

The New York Times recently ran the results of some pretty fancy number-crunching for all sufficiently-large public school districts in the United States. They graphed family income against ‘years ahead or behind’ in school and also showed the discrepancies in each of those school districts among hispanics, whites, and blacks.

If you haven’t played with the graphs, I urge you to do so. I did a little bit, looking for Washington, DC, my home town, where I and my children attended and where I taught for 30 years. I already knew that DC has one of the largest black-white gaps anywhere in the nation – a gap that 9 years of Edu-Reform under Fenty, Rhee, Gray, Henderson various charter companies have not narrowed at all.

Notice the extremely tight correlation between family income and scores on achievement tests, and where the District of Columbia is situated on the graph.

disparities dcps nyt

This next plot shows where DC’s whites, hispanics, and blacks are situated on the graph (as well as for thousands of other school districts):

Disparities dcps wh blk his nyt

Notice that white students in DC’s public schools are nearly the wealthiest and highest-achieving group anywhere in the nation, while DC’s black students are very far behind in both income and achievement. DC’s hispanic students, to my surprise, are considered to be a bit above the middle of the income levels, but still rather far behind academically. (I actually rather doubt the data on those DC hispanic income levels, based on my own personal experiences with Hispanic families here in DC…)

Why Does Eva Moskowitz Get to Avoid Following the Rules?

You may know that Eva Moskowitz runs the Success Academies charter school chain in New York City, whose students score extremely well on the mandatory New York state-wide ELA and math tests – better than any schools in the state.

This can only partly be explained by the very high attrition rates from SA schools – many, many students drop out or are pushed out, and not replaced. For example, a class of 73 first graders becomes 26 ninth graders much later on.

However, not a single one of SA graduates has EVER scored well enough for entry into any of the specialized public New York City magnet schools.

In addition, they have refused to release the Regents’ exam scores for any of their students, even though every other school must do so. Even though the students’ OWN TEACHERS at SA get to grade their students’ Regents exams – something no regular public school is ever allowed to do.

Something is extremely fishy, and teacher-blogger Gary Rubinstein is trying to uncover it without much help from anybody.

Read his account here.


Having Two Separate School Systems Is Wasteful

Peter Greene keeps making the point that having a charter school system along side a public school system is wasteful. One reason is that each system would need its own set of administrators. In Washington, DC, where nearly half of the students now attend charter schools, we now have MORE school buildings than we did when I was in junior high school just over 50 years ago, but only about HALF as many students — thus, a lot of unused space.

Inventing two separate school systems has done essentially nothing to reduce the score gaps between children from white, affluent families (living mostly in upper Northwest) and children from minority, poor families (living elsewhere). The segregation is not quite as awful as it was in the 1960s, but it’s pretty close.

Here is an excellent article from Valerie Strauss’ blog where a DC parent decries the waste, segregation, and general bass-ackwardness of what passes for ‘reform’ in the nation’s capital.

An excerpt:

“Two years ago, when I moderatedthe mayoral education debate, I gave each candidate a math problem:

“–In 1965, the District had 147,000 students and 196 schools. That’s [an average of] 750 kids per school.

“–In 2014, we had 85,000 students and 213 DCPS [D.C. Public Schools] and charter school buildings. That’s [an average of] 399 kids per school.

“That means we have half the kids that we had in the 1960s, and more buildings, many of them gravely under-enrolled. Yet, we still authorize up to 20 new charters per year, and an unclear number of DCPS new schools. Enrollment is flat. At what point do we match school growth with enrollment needs, geographic balance, and transportation planning in mind? At one point do we focus on using data to invest in and manage the schools that we have?”

She also describes

“…the scene I watch from my house near North Capitol Street. It’s straight-up racial apartheid. If I see white children walking to the parks, I knew they are from Mundo Verde or Inspired Teaching schools. The lack of white faces in a group of children makes me know the kids are from Langley, Harmony, or KIPP.”

Jersey Jazzman Examines the ‘Myth of the Heroic Charter School’ — New Jersey Style

As you know, certain charter chains keep claiming that nothing needs to be done about poverty in America.

All that needs to be done to get rid of the ‘achievement gap’ is to get rid of unionized, veteran teachers; hire inexperienced, untrained teachers; and require them to follow a script, have ‘high expectations’, maintain tight discipline. Then, the scores will go through the roof.

Jersey Jazzman has actually taken the time to look into this, and has lovely graphs and tables backing up his words showing that it’s really a load of cow manure. The graphs should be read deciphered by all.

Pay particular attention to the graph that shows that on one Big Standardized (BS) test (where a particular charter chain scored quite high), the vast majority of the public-school students they were compared to, didn’t even bother taking the test, because they knew it didn’t matter to their futures in any way at all and was a big PITA.

Here is the link.

Shortage of US STEM workers? High-Tech Companies Think Otherwise

In fact,

“Although employers often claim in public statements that shortages of domestic talent prevent them from finding workers, they tell a different story in filings to the U.S. Securities and Exchange Commission (SEC), Salzman noted. “Accenture states that restrictions on guest worker supply would result in ‘new or higher minimum salary requirements and increased costs.’ Another firm says they would have to ‘replace existing offshore resources with local resources, namely U.S. workers, at higher wages.’ That is, without the congressional discount for guest workers, the highly profitable IT industry would have to hire more U.S. workers and pay them more than guest workers.”

Read this article in the prestigious magazine Science:


Published in: on March 5, 2016 at 8:49 am  Leave a Comment  
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Is Math Necessary?

This is worth reading. It’s a fact that we do NOT have a shortage of trained STEM grads, and it’s also true that very, very few people will ever use any concepts from advanced math in their work or in their day to day lives.
(As a former math teacher, I rejoice when I find a way to use relatively advanced math, eg algebra 2 or above, in the real world – which shows you that it doesn’t happen every day, even for someone who’s actively looking for it.)
So why do we require every single HS grad to master whatever the current Algebra 2 curriculum consists of?
via Mike Simpson  (remove)
In his new book The Math Myth: And Other STEM Delusions, political scientist Andrew Hacker proposes replacing algebra II and calculus in the high schoo …
Published in: on March 3, 2016 at 3:33 pm  Comments (2)  
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Advanced Math Among American Students

An article in the Atlantic discusses the growing phenomenon of American students studying and succeeding in a wide variety of advanced mathematics courses and competitions. This includes organizations like MathCounts (which I coached at the JHS level for many years) as well as special summer math programs like MathPath, as well as math circles and AP calculus and statistics courses.

However, as the author notes:

National achievement data reflect this access gap in math instruction [between US poor kids and US rich kids – gfb]  all too clearly. The ratio of rich math whizzes to poor ones is 3 to 1 in South Korea and 3.7 to 1 in Canada, to take two representative developed countries. In the U.S., it is 8 to 1. And while the proportion of American students scoring at advanced levels in math is rising, those gains are almost entirely limited to the children of the highly educated, and largely exclude the children of the poor. By the end of high school, the percentage of low-income advanced-math learners rounds to zero.

Published in: on February 10, 2016 at 4:56 pm  Comments (2)  
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Even the Chancellor Calls the Results ‘Sobering’

The Washington City Paper has an article on the PARCC results with way more graphs and charts than I do, and they quote even Chancellor Kaya Henderson as saying the results were ‘sobering’.

Please remind me why she still has a job?

She and several other speakers said that the PARCC results were more ‘honest’ than the old DC-CAS results, probably because the new ‘passing’ scores are lower than the old ones. I guess that means that it’s more ‘honest’ to say that students are doing worse than we were previously led to believe, under the current regime of all-testing-all-the-time and turn-half-the-students-over-to-unregulated charters?


PARCC Results Released in DC

I just got back from watching the public release of the results of the PARCC test that students in Washington DC took about 7 months ago.

(Let that sink in: it took the testing company, and their consultants, and the city’s consultants, over HALF A YEAR to massage the data into a releasable form. So much for having these tests be able to be used to ‘inform instruction’ or help teachers figure out what kind of help their students need. It’s now the last day of November, and the students have been in school since August. What kind of help is that to teachers or parents? And tho I haven’t looked at the released school scores or samples of what the teachers will see, I’m not optimistic. If the past is any guide, the scores themselves will be essentially useless as well…)

(It won’t take so long next time, we were assured…)

I got to see Mayor Bowser, Councilman Grosso, Chancellor Kaya Henderson, [powerless] Superintendent Hanseul Kang, and Deputy Mayor for Education Jenny Niles, and charter honcho Scott Pearson perform and answer some mostly-lame questions from some members of the media.

What we saw were that advanced students in DC (largely white ones) do exceedingly well on this PARCC battery of tests, and that others (blacks; hispanics; SPEDs; students on free or reduced lunch; ELLs; or Students At Risk) do much worse. Which of course is  the very same result we’ve seen on the NAEP for a couple of decades.

In fact, of all the cities and states measured on the NAEP, Washington DC has the very widest gaps in test scores between the Upper Caucasia Haves and the Have-Nots everywhere else, and those gaps are if anything getting wider.

It was interesting to hear Henderson’s defenses of the results, which still showed very low percentages of most students “passing” the PARCC. She said, among other things, that

(1) since students at the lower grades generally scored higher than those at the upper grades, that show’s we are on the right path [seems to me it shows the exact opposite; the longer that students have been exposed to “Reform”, the worse they do… and

(2) It takes a long time, you can’t just expect to turn a switch and have everything be wonderful overnight, we need lots of wrap-around services and a longer school day and school year and support for teachers.

Regarding the latter excuse: isn’t that exactly what teachers were condemned for saying under Chancellor Rhee, whose understudy was none other than Kaya Henderson? Didn’t Rhee imply that the only reason that poor students did poorly in school was that their greedy, lazy teachers, empowered by their evil union, refused to teach them anything? And that anybody who said that it’s a lot harder to teach impoverished students of color with chaotic families (if any) than it is to teach middle-class children with educated parents – why those people were just making excuses for poverty?


Revised HS PARCC ‘pass’ rates in English and Math in DC public and charter schools

My original graphs on the ‘pass’ rates for all DC publicly-funded high schools were incomplete, because I was using OSSE data only (Office of the State Superintendent of Education). A reader showed me where the DC charter school board (DC PCSB) posted their PARCC statistics and that gave me the pass rates for a couple of additional schools (Maya Angelou and BASIS IIRC). So here are the revised graphs which you can click on to enlarge:

2015 Math PARCC 'pass' rates, both public and charter schools in DC

2015 Math PARCC ‘pass’ rates, both public and charter schools in DC

2015 'pass' rates, public and charter high school math, PARCC, DC, 2015

2015 ‘pass’ rates, public and charter high school math, PARCC, DC, 2015

Note how many fewer students passed the PARCC math test than the reading test in DC. I haven’t yet seen any of the actual questions on either of the tests. But if these were tests that I had written and was using as a teacher with my students, I would likely conclude that the one with the much-lower scores was simply a much harder test, and I would probably do one of the following:

(A) “scale” the scores so that more students would pass, or else

(B) throw out the test results and try teaching with a different approach altogether, or else

(C) throw out the test and make one that at least a majority of students could pass if they’ve been paying attention.

{At my last school, if f I failed 80 to 90% of my students, I would have gotten an unsatisfactory evaluation and probably have gotten fired.}

Of course, this being the era when multi-billionaires who hate the very idea of public schools are in charge of said public schools, neither A, B or C will happen. In fact, my understanding is that the ‘cut’ scores for each of the categories of grades (meets expectations and so on) were set AFTER the students took the test, not in advance. So it was very much a politico-social decision that the vast majority of students were SUPPOSED to fail the math test.

Let me note strongly that by far the most effective way to have really good test scores for your school is to let in ONLY students who already get strong test scores. That’s how Phillips Exeter or Andover Academies or Riverdale or Sidwell Friends or or the Chicago Lab or Lakeside private schools do it, and that’s how Banneker, School Without Walls, Washington Latin, and BASIS do it. (Partial disclosure: I and some of my immediate family either went to, or worked at, some of those schools.) Teachers who are successful at those elite schools have a MUCH easier time teaching those students than do those who try to teach at school with large numbers of at-risk students, like Washington Metropolitan, Ballou, Cardozo, Maya Angelou, or Options public or charter schools. Idealistic teachers from elite schools who do transfer to tough inner-city public schools generally crash and burn, and I would predict that one of the easiest ways to lose your teaching job these days is to volunteer to teach at any one of the five latter schools.


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