Demonstrate at the Wilson Building Tomorrow at 9 AM to Allow the Washington Teachers’ Union Access to Important Teacher Data

ACTION ALERT!

Join us tomorrow

to demand access to information on IMPACT

  On Tuesday, June 30 at 9 am join fellow DCPS educators, parents and other WTU allies at the Wilson Building to oppose cutting off access to information about the DCPS teacher evaluation system, IMPACT.  

Tomorrow morning the City Council will vote on legislation that would cut off access to IMPACT information, which your union, researchers and others need to judge the fairness and effectiveness of the evaluation system, and to determine whether D.C. Public Schools’ policies are really helping our children succeed.

The Washington Teachers’ Union (WTU) has always stood for transparent decision-making and open government. The union and others have urged the mayor and council members to remove from the Mayor’s Budget Support Act the provision that would prevent the union, educators and others from having access to IMPACT data, and to hold hearings on the provision.   

This is an urgent matter!
Be at the Wilson Building (14th St. and Pennsylvania Ave. NW) on Tuesday morning at 9 and let the DC City Council know that you strongly oppose keeping important IMPACT evaluation data secret.

Send us an email at dialogue@wtulocal6.net

and let us know you’ll be joining us!

“Math for America” teachers meet with some members Congress and apparently give them some sound advice

During the First National Math Festival here in DC (which I missed), back in April, some Math for America – DC* teachers I know were invited to speak with some Congressmen and Senators. According to the press release I was recently given, my colleagues appear to have given the elected reps** sound advice that may or may not be heeded.

{** including Nancy Pelosi, Harry Reid, Chuck Shumer, Al Franken, Lamar Alexander, Patty Murray, Steny Hoyer, among others}

I quote from the press release, in green and my own comments in black:

“House and Senate leaders, field experts, and MfA DC teachers spent the first hour and a half engaging in dialogue on how the ESEA reauthorization would affect the classroom. Joe Herbert spoke to the adverse effects standardized tests had had on his school and his classroom. David Tansey, a[n] MfA DC Master Teacher, offered criteria that such tests should meet in order to provide instructional value to the teacher and the student.”

{notice the clear implication, which Tansey has spelled out to me in detail on several occasions, that the standardized tests that he and his school are required to administer many, many times a year are of absolutely no use to teachers in figuring out how to help their students learn more stuff, better.}

“Joe Herbert wrote, ‘I spoke of the harmful effects of standardized testing on K-12 education, and of the complete lack of statistical basis for evaluating teachers based on their students’ test scores.'”

While Max Mikulec, one of the other teachers, was initially somewhat awestruck by listening to amusing anecdotes from Senator Al Franken, he …

“…went on to say, ‘As I reflected on the day, my initial reaction of pride and hope turned into a feeling of skepticism and apprehension. You cannot imagine how great I would feel if the nation spent billions more dollars developing math education and math teachers. However, I do not see this happening in an effective way. There are endless debates over what standards should be taught in our schools and what the kids should be tested on. Amid all of the debates, the ones who are losing here are the nation’s kids. In their most formative years, a time where they struggle to find any consistency in their own lives, they are being let down by an educational system that will change several times before they graduate high school. Ev en though all of these powerful and important people say that they support math education and that [they] see math teaching as a real profession, I will not believe them until something is actually done to show their support.'”

In addition, Joe Herbert wrote me the following:

“Another point I made is just how much money gets wasted on these tests. I don’t remember the exact number now, but I looked up how much is spent annually on testing before I went to the event (I remember the number was in the billions), and I made the point that we could increase spending on education by that much money without raising taxes a penny if we got rid of the annual testing mandate in NCLB.

“I know that many liberal groups have been proponents of annual testing because it sheds light on the achievement gap. I noted that NAEP provides these same types of data, but does so using statistical sampling so that we don’t have to test every kid every year.”

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

*Note: MfA and MfA-DC are as far from the TFA idea as it is possible to be. Unlike ‘Teach for Awhile”, MFA actually gives its members a FULL YEAR of math-content and math-pedagogy classes and student teaching experience, assigns them a mentor, and in return expects them to stay in the city, teaching, in their field for a full five years, and does not pretend to have a one-size-fits-all “no excuses” magic wand that will miraculously reproduce the irreproducible miracle that Michelle Rhree pretended to achieve at Harlem Park Elementary in Baltimore in the early 1990s, magically moving 90% of her students from below the 13th percentile to being over the 90th percentile. Right now, MfA DC teachers are some of the most senior math teachers anywhere in DC, either in the regular public schools or charter schools.

What Exactly Were the Differences Between Cheating in Atlanta Under Beverly Hall and the Cheating in DC Under Michelle Rhee?

We all know that administrators and teachers in DC and in Atlanta cheated in order to keep their jobs and gain large cash bonuses. In one city, scores of teachers were indicted, some plea=bargained, some went to jail, and the chief died of cancer. In the other city, only a couple of whistle-blowers lost their jobs, but the chief went on to fame and fortune while all the other culpable parties kept their bonuses.

But why is it that only in Atlanta were teachers and administrators indicted and convicted, but nowhere else?

What difference was there in their actual behavior?

To me, the answer is simple: in DC, officials at every level, from the Mayor’s office up to the President of the US and the Secretary of Education, were determined to make sure that Michelle Rhee’s lying and suborning of perjury and lies would never be revealed, no matter what.

Read for yourself part of the official documents in Atlanta (I’m quoting from The Answer Sheet) and see if you can find any real differences in behavior between what happened there and what happened in DC.

“A[tlanta] P[ublic] S[schools] principals and teachers were frequently told by Beverly Hall and her subordinates that excuses for not meeting targets would not be tolerated. When principals and teachers could not reach their targets, their performance was criticized, their jobs were threatened and some were terminated. Over time, the unnreasonable pressure to meet annual APS targets led some employees to cheat on the CRCT. The refusal of Beverly Hall and her top administrators to accept anything other than satisfying targets created an environment where achieving the desired end result was more important than the students’ education.

“To satisfy annual targets and AYP, test answer sheets were altered, fabricated, and falsely certified. Test scores that were inflated as a result of cheating were purported to be the actual achievement of targets through legitimately obtained improvements in students’ performance when, in fact, the conspirators knew those results had been obtained through cheating and did not reflect students’ actual academic performance.

“As part of the conspiracy, employees of APS who failed to satisfy targets were terminated or threatened with termination, while others who achieved targets through cheating were publicly praised and financially rewarded. For example, teachers who reported other teachers who cheated were terminated, while teachers who were caught cheating were only suspended. The message from Beverly Hall was clear: there were to be no exceptions and no excuses for failure to meet targets.

“Beverly Hall placed unreasonable emphasis on achieving targets; protected and rewarded those who achieved targets through cheating; terminated principals who failed to achieve targets; and ignored suspicions CRCT score gains at schools within APS. As a result, cheating became more and more prevalent within APS, until by the time the 2009 CRCT was administered, cheating was taking place in a majority of APS’s 83 elementary and middle schools. This was substantiated by GOSA’s erasure analysis, which identified 43 APS elementary and middle schools with at least one out of four classrooms within those schools having a statistically improbable number of erasures changing wrong answers to right answers. GOSA’s erasure analysis identified an additional 9 APS elementary and middle schools as having at least one out of five classrooms with a statistically improbable number of erasures changing wrong answers to right answers. Confessions by dozens of APS employees subsequently confirmed what GOSA’s statistical analysis indicated; widespread cheating occurred on the 2009 CRCT.

“It was further a part of the conspiracy and endeavor that targets achieved through cheating were used to obtain financial and other rewards for many of the conspirators.

“It was further part of the conspiracy and endeavor that targets achieved through cheating were used by Beverly Hall to obtain substantial performance bonuses.

“It was further part of the conspiracy and endeavor that Beverly Hall and other conspirators would interfere with, suppress and obstruct investigations into cheating using various methods. Conspirators would refuse to investigate reports of cheating; suppress and deny the existence of reports of cheating; fail to act upon APS investigators’ conclusions that cheating was occurring; suppress and deny the APS investigators’ conclusions that cheating was in fact occurring; fail and refuse to provide complaints of cheating to the Governor’s Special Investigators, the Georgia Bureau of Investigation and investigators from the Fulton County District Attorney’s Office; and intimidate witnesses with the intent to hinder, delay, or prevent the communication of criminal offenses to law enforcement officers. When questioned by the Governor’s Special Investigators and law enforcement officers, many of the conspirators made false statements some under oath denying their knowledge of and participation in the cheating.”

Kaya Henderson Really Doesn’t Know How to Run a School System

DCPS Chancellor Kaya Henderson told the city two days ago, “I want to be clear. We know what we need to do, and we have what it takes to get it done.”

That is patently untrue.

Even by her own yardsticks, namely test scores, Henderson and her kind of ‘reform’ has so far been a complete failure; Continuing the churn-and-test-prep regime won’t make it any better

As I wrote in a comment on the article in the Washington Post:

All of Henderson’s boasts of continuous progress are completely bogus. 
 
If you look at the scores on the DC-CAS for every single subgroup, you can see that they have stagnated since 2009, which was the year before Rhee, Kamras and Henderson implemented their trademark reforms (IMPACT, TLF, VAM “merit pay” and eliminating seniority protections for teachers). The gaps between white students and hispanic or black students have NOT narrowed since that time. There were some increases from 2006-2009, but it’s not clear how much of that was due to adults cheating, or simply because students and teachers were adapting to a brand-new test. (You may recall that the DC-CAS was administered for the very first time in 2006, and the percentages of kids deemed ‘proficient’ dropped quite a bit in comparison to what they were under the old test, especially in math.) 
 
Also: out of the 78 measurable goals set by Rhee and four large foundations, in order to earn that $64.5 million grant in 2009, the DCPS leadership has achieved a mere one and one-half of those goals (and I’m being generous with the one-half). That is a success rate of TWO PERCENT. 
 
In other words, Rhee and Henderson have an almost perfect record of failure, none of which is publicized by the media (esp. not WaPo editorial staff) but is easy to see if you look at the official OSSE statistics and are willing to dig a little bit.  
 
I’ve done some digging and have made some pretty easy-to-understand graphs showing how much Rhee and Henderson have failed. Look at my blog, gfbrandenburg.wordpress.com , and in particular at http://bit.ly/10mna8c , http://bit.ly/10mneEY , and http://bit.ly/1ptal1K . 
 
After you read those blog posts, can you explain to me why Kaya Henderson still has a job? It is so clear that mayoral control has been a complete failure!

Did Rheeformers Rhee and Henderson Actually Close Any of Those Achievement Gaps in DC Public Schools?

Part Sixteen and Final

Today we look at the black-white and hispanic-white achievement gaps in the Washington, DC public school system, which has now been under mayoral control for seven full years.

My four graphs and tables today will show how laughably pitiful their claims of success really are.

You will see that the achievement gap is pretty much unchanged since the year I retired (2009), but the gap between Rhee’s promises and reality has been getting wider and wider.

A lot of their promises had to do with closing the ‘achievement gaps’ between white and more-affluent students on the one hand, and black, white, and impoverished students on the other hand. As you probably are aware, standardized test scores are very strongly linked to family income and educational levels. You may not be aware that the white population of Washington DC is generally very well-educated.and fairly affluent (unlike rural white populations in, say, West Virginia or Kentucky). Washington has the highest-scoring white student body in the nation on the National Assessment of Educational Progress (NAEP), and the widest gap between the scores of white students and of hispanic or black students.

However, Michelle Rhee and her minions promised spectacular reductions in those gaps, as measured by the relative percentages of students scoring ‘proficient’ or ‘advanced’ on the DC-CAS among white students, hispanic students, black students, and students who are eligible for free and reduced-price lunches (versus those not eligible).

What I found is a complete and utter failure to make any progress whatsoever since 2008 or 2009 — the year that Rhee twisted the arms of every single principal in the school system to come up with miraculous gains, and when many of those principals (and teachers) engaged in cheating to boost the scores.

As usual, don’t just take my word for it. Look at the following four graphs and check my sources if you like.

With these graphs and tables, low numbers are GOOD because that means that the gap between white students on the one hand and black or hispanic students on the other is getting smaller. High numbers are BAD because the gap is getting bigger.

You will notice that each graph has a solid black line — that represents what really happened.

Each graph also has a dotted red line. It represents how much Rhee et al promised that things would improve.

I don’t exactly know what they were smoking when they made those promises, but it seems like they were hallucinating that by WILL alone, and by replacing all the veteran teachers and administrators with untrained, unqualified and inexperienced newbies from TFA or TNTP, they would achieve miracles.

Again, see for yourself.

First we look at the gaps between the scores of black and white students, in math, on the DC-CAS, from 2007-2014.

promised and actual math black-white gaps, 2007-2014

Since 2009, the year that Rhee and many principals were outed as cheaters by a lengthy series of reports in USAToday, you can see that there has in fact been no progress in closing the gap. The prediction is the red, dotted line. The actual performance is the black line, which is essentially horizontal after 2009.

Now let’s look at the black-white achievement gap in reading:

promised and actual reading black-white gaps, 2007-2014

In this case, the gap between the scores of black and white students — as shown by the solid black line — has actually been growing slightly wider since 2008! As in the previous graph, the totally imaginary promises of Rhee and Henderson are the red, dotted line – a line which got farther and farther away from the truth every single year.  Some accomplishment, Rhee and Henderson and Gray!

Thirdly, we look at the gaps between hispanic and white students in math:

promised and actual hispanic-white math gaps, 2007-2014

We see here that the black line has been wiggling up and down since 2009, with the result that the gap for 2014 is almost exactly the same as the gap in 2009, while we were promised miracles. Once again, there is a very important gap that is getting much wider: the gap between the prediction and reality.

My last table and graph for the day concerns the achievement gap for reading, between hispanic and white students.

promised and actual hispanic-white reading gaps, 2007-2014

As you can see, this achievement gap is now actually a bit wider than it was in either 2008 or 2009. And the gap between those promises and reality got steadily wider and wider.

Some people have told me that I’m being unfair, because Rhee and Henderson, under mayoral control, have been making tremendous progress in raising test scores and in closing the achievement gaps. I hope that this post sets the record straight: they have in fact made NO progress in closing the achievement gaps, and their predictions became more and more laughable as time went on.

Can someone explain to me why Kaya Henderson still has a job as chancellor of DC public schools?

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This is my last post in this series of articles.

I’ve been examining the promised, miraculous gains that were promised in the troubled Washington, DC public school system to see whether any of those 78 promised goals were reached.

Rhee and Henderson actually accomplished one and a half out of that 78 goals.

It is true that there have been steady improvements on the scores of DCPS students (all groups) in math on the NAEP — but those improvements began in the 1990s, a decade before Mayor Adrian Fenty got the wacky idea of hiring a totally unqualified sociopathic liar (Michelle Rhee) as Chancellor. There were also some fairly large gains in DC-CAS test scores during the first two years it was given, but that’s normal. As far as I have seen, any time any school district adopts a new standardized test, students’ test scores plummet the first year, but then rise after a year or two, as the teachers and students get used to the new format.

The sources I used to compile this data are here and here. My fifteen previous posts on this topic can be found here:

The saga so far:

  1.  https://gfbrandenburg.wordpress.com/2014/09/02/did-any-of-michelle-rhees-promises-actually-work-in-dc/
  2. https://gfbrandenburg.wordpress.com/2014/09/02/more-on-michelle-rhees-promises-concerning-dcps/
  3. https://gfbrandenburg.wordpress.com/2014/09/04/what-rhee-promised-to-the-billionaires-walton-gates-et-al-but-didnt-deliver/
  4. https://gfbrandenburg.wordpress.com/2014/09/04/two-more-promises-by-rhee-et-al-were-they-kept/
  5. https://gfbrandenburg.wordpress.com/2014/09/05/ten-more-promises-from-rhee-henderson-company-were-any-of-them-kept/
  6. https://gfbrandenburg.wordpress.com/2014/09/05/33-6-for-nearly-all-values-of-3-not-5/
  7. https://gfbrandenburg.wordpress.com/2014/09/05/5281/
  8. https://gfbrandenburg.wordpress.com/2014/09/07/more-failures-to-deliver-on-promises-by-michelle-rhee-and-her-acolytes/
  9. https://gfbrandenburg.wordpress.com/2014/09/08/another-day-another-bunch-of-failures-from-rhee-henderson/
  10. https://gfbrandenburg.wordpress.com/2014/09/09/even-more-missed-targets-dc-cas-proficiency-in-2010-and-2011/
  11. https://gfbrandenburg.wordpress.com/2014/09/13/rhees-failures-in-dc-the-continuing-saga-2012-dc-cas/
  12. https://gfbrandenburg.wordpress.com/2014/09/21/the-long-list-of-failures-by-rhee-and-henderson-continued/
  13. https://gfbrandenburg.wordpress.com/2014/09/21/did-michelle-rhee-actually-close-those-achievement-gaps/
  14. https://gfbrandenburg.wordpress.com/2014/09/22/twelve-more-testing-goals-assessed-today-how-many-did-rhee-succeed-at/
  15. https://gfbrandenburg.wordpress.com/2014/09/22/final-listing-of-completed-and-failed-goals-but-some-analysis-will-follow/

Trends in DC on the NAEP for 4th grade reading, black students only: regular DCPS, charter schools, and pre- and post-Rhee

Here is a graph showing how African-American 4th students have been doing over time in Washington DC public schools and charter schools. I have drawn a clear dividing line at year 2008, because the scores before that were under the influence of DC’s former school board and superintendents. After that time, DC has been under a chancellor answerable only to the mayor.

dc, dcps, dc charter, and national naep trends, 4th grade reading to 2013You may notice that the blue, black and purple lines separate after 2007. That’s because NAEP began reporting separate scores for DC’s regular public schools and for all publicly-supported schools, though not for the charter schools as a bloc. As a result, you have to do a little bit of linear algebra to calculate what the average scales were for the charter schools from 2009 onwards. (I used essentially the same equation that I did in the previous post. Please write me a note if you think I made an error.)

As usual, we can see that since the late 1990s and up until Rhee took over, the overall trend in all large cities, in the nation’s public schools, and in DC’s publicly-supported schools was upwards on this test. (Yes, I know, these are not scores that follow the same kids year after year, but for whatever reason, the group of kids answering these tests are in general getting more answers right every two years.) Before that, i.e. from 1992 to 1998, scores bounced around or went down.

After Rhee took over, those scores seem to have entered another bouncy period. In fact, in DCPS, the scores on this test in 2013 were only back up to the level of 2007. There is a clear demarcation between the scores in the charter schools (blue line) and the regular public schools. The line for the charter schools seems to follow the trend from 1998 to 2007.

If I knew nothing about the politics of EduDeform, I would wonder why the WaPo editorial board is claiming victory.

 

 

Trends in DC’s regular public schools and charter schools: 4th grade math NAEP, TUDA

I continue here in showing you the results of my calculations for how the charter school students and regular public school students in Washington, DC have been faring on the National Assessment of Educational Progress, or NAEP, since the 1990s.

Some of my previous columns were quite simple: I just cut and pasted graphs from the NAEP and NAEP TUDA results, or asked the built-in software for how white, black, hispanic, special education, or free/reduced-price-lunch kids did at the 4th and 8th grade in math and reading.

If you look at my previous graphs, you will notice that, on the whole, the trends AFTER 2007, when Michelle Rhee was installed as the very first DC chancellor, looked just about the same as the trends BEFORE that date.

Today, I did a little math to figure out how black fourth-grade charter school students did in math in DC, in comparison with their counterparts in other large cities, in the nation as a whole, and in the regular DC public schools.

The math goes like this: I figure that the DC state weighted average for any given group or grade level (say, 4th grade African-American students taking the math NAEP) equals the weighted average for regular DCPS at that grade level, times the enrollment at that grade level, plus the product of the charter school weighted average score at that grade level and the charter school enrollment at that grade level; all of that divided by the total enrollment.

Or, if Q = DC state average. and R = DC regular public school weighted average, and V = DC regular public school enrollment, and S = DC charter school weighted average, and W = DC charter school enrollment, and X = V + W = total enrollment in publicly-funded schools in DC, both regular and charter, then

Q = (R*V + S * W) / X

And since I could find everything except S in the literature, then I could simply solve for S. My result:

S = (X*Q – R*V)/W.

And here are my results:

dc, dcps, charters, national - black 4th graders, math, naep, 1996-2013

 

My conclusions?

For black students at the 4th grade in math, the post-Rhee trends in the charter schools are about the same as the trends in DC public schools were BEFORE Rhee was appointed. However, it looks like the trends overall in the regular public schools seem a bit worse.

If past trends had continued, and Michelle Rhee had not become chancellor, the overall educational results might have been very similar to what they are today — inequalities and inequities of course included, because we have lots of that here in Washington, DC.

By the way, if anyone finds a mistake in my work, please let me know by leaving a comment.

What I actually had time to say …

Since I had to abbreviate my remarks, here is what I actually said:

I am Guy Brandenburg, retired DCPS mathematics teacher.

To depart from my text, I want to start by proposing a solution: look hard at the collaborative assessment model being used a few miles away in Montgomery County [MD] and follow the advice of Edwards Deming.

Even though I personally retired before [the establishment of the] IMPACT [teacher evaluation system], I want to use statistics and graphs to show that the Value-Added measurements that are used to evaluate teachers are unreliable, invalid, and do not help teachers improve instruction. To the contrary: IVA measurements are driving a number of excellent, veteran teachers to resign or be fired from DCPS to go elsewhere.

Celebrated mathematician John Ewing says that VAM is “mathematical intimidation” and a “modern, mathematical version of the Emperor’s New Clothes.”

I agree.

One of my colleagues was able to pry the value-added formula [used in DC] from [DC data honcho] Jason Kamras after SIX MONTHS of back-and-forth emails. [Here it is:]

value added formula for dcps - in mathtype format

One problem with that formula is that nobody outside a small group of highly-paid consultants has any idea what are the values of any of those variables.

In not a single case has the [DCPS] Office of Data and Accountability sat down with a teacher and explained, in detail, exactly how a teacher’s score is calculated, student by student and class by class.

Nor has that office shared that data with the Washington Teachers’ Union.

I would ask you, Mr. Catania, to ask the Office of Data and Accountability to share with the WTU all IMPACT scores for every single teacher, including all the sub-scores, for every single class a teacher has.

Now let’s look at some statistics.

My first graph is completely random data points that I had Excel make up for me [and plot as x-y pairs].

pic 3 - completely random points

Notice that even though these are completely random, Excel still found a small correlation: r-squared was about 0.08 and r was about 29%.

Now let’s look at a very strong case of negative correlation in the real world: poverty rates and student achievement in Nebraska:

pic  4 - nebraska poverty vs achievement

The next graph is for the same sort of thing in Wisconsin:

pic 5 - wisconsin poverty vs achievement

Again, quite a strong correlation, just as we see here in Washington, DC:

pic 6 - poverty vs proficiency in DC

Now, how about those Value-Added scores? Do they correlate with classroom observations?

Mostly, we don’t know, because the data is kept secret. However, someone leaked to me the IVA and classroom observation scores for [DCPS in] SY 2009-10, and I plotted them [as you can see below].

pic 7 - VAM versus TLF in DC IMPACT 2009-10

I would say this looks pretty much no correlation at all. It certainly gives teachers no assistance on what to improve in order to help their students learn better.

And how stable are Value-Added measurements [in DCPS] over time? Unfortunately, since DCPS keeps all the data hidden, we don’t know how stable these scores are here. However, the New York Times leaked the value-added data for NYC teachers for several years, and we can look at those scores to [find out]. Here is one such graph [showing how the same teachers, in the same schools, scored in 2008-9 versus 2009-10]:

pic 8 - value added for 2 successive years Rubenstein NYC

That is very close to random.

How about teachers who teach the same subject to two different grade levels, say, fourth-grade math and fifth-grade math? Again, random points:

pic 9 - VAM for same subject different grades NYC rubenstein

One last point:

Mayor Gray and chancellors Henderson and Rhee all claim that education in DC only started improving after mayoral control of the schools, starting in 2007. Look for yourself [in the next two graphs].

pic 11 - naep 8th grade math avge scale scores since 1990 many states incl dc

 

pic 12 naep 4th grade reading scale scores since 1993 many states incl dc

Notice that gains began almost 20 years ago, long before mayoral control or chancellors Rhee and Henderson, long before IMPACT.

To repeat, I suggest that we throw out IMPACT and look hard at the ideas of Edwards Deming and the assessment models used in Montgomery County.

Latest NAEP Results

The NAEP is our only nation-wide, systematic, long-term test of what students in elementary, middle, and high school know how to do. The 2013 NAEP results were released yesterday. I have begun to do a bit of number-crunching and would like to share what I’ve found.

First of all, the increases in some of the scores in DC (my home town) are a continuation of a trend that has been going on since about 2000. As a result of those increases, DC’s fourth grade math students, while still dead last in the nation, have nearly caught up with MISSISSIPPI, the lowest-scoring state in the US.

You will have to strain your imagination to see any huge differences between the trends pre-Rhee and post-Rhee. (She was installed after testing was over in 2007.)

average scores in NAEP math 4th grade national by jurisdictions 1992-2013

Another important point is that we don’t know how much of these increases are due to improvements in regular public schools, in the charter schools, or in the private schools — data from all three groups of students are included.

And Gary Rubenstein does his usual excellent job, which you can see here

He looked at 4th grade AND 8th grade math and reading for DC and elsewhere. DC is still dead last in just about every respect, and has BY FAR the largest gap between the poor and the non-poor.

So, the Educational DEforms instituted by Rhee, Henderson, and their corporate masters have not produced the promised miracles.

Published in: on November 8, 2013 at 7:04 am  Comments (7)  
Tags: , , , ,

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:

poverty segregation and average dc-cas proficiency rate - 2013

 

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:

poverty seg + avge dccas prof - regular dc public schools only

 

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:

poverty seg + avge dccas prof - charter schools only

 

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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