DC’s Black, Hispanic and White Students Progress on the NAEP Under Mayoral Control and Before – 8th Grade Reading

8th grade naep reading, DC, B + W + H

We are looking at the average scale scores for 8th grade black, Hispanic, and white students in DC on the NAEP reading tests over the past two decades. Ten years ago, Washington DC made the transition from a popularly-elected school board to direct mayoral control of the school system. Michelle Rhee and Kaya Henderson, our first and second Chancellors under the new system, promised some pretty amazing gains if they were given all that power and many millions of dollars from the Walton, Arnold, and Broad foundations, and I showed that almost none of their promises worked out.

In the graph above, the vertical, dashed, green line shows when mayoral control was imposed, shortly after the end of school in 2007, so it marks a convenient end-point for school board control and a baseline for measuring the effects of mayoral control.

For 8th grade black students in reading in DC, their average scale scores went from 233 in 1998 to 238 in 2007, under the elected school board, which is a (very small) rise of 5 points in 9 years, or about 0.6 points per year. Under mayoral control, their scores went from 238 to 240, which is an even tinier increase of 2 points in 10 years, or 0.2 points per year.

Worse, not better.

For the Hispanic students, scores only increased from 246 to 249 before we had chancellors, or 3 points in 9 years, or about 0.3 points per year. After mayoral control, their scores went DOWN from 249 to 242 in 10 years, or a decrease of 0.7 points per year.

Again, worse, not better: going in the wrong direction entirely.

For white DC 8th graders, it’s not possible to make the same types of comparisons, because there were not sufficient numbers of white eighth-grade students in DC taking the test during five of the last ten test administrations for the NCES statisticians to give reliable results. However, we do know that in 2005 (pre-mayoral control) white 8th graders in DC scored 301 points. And since the mayors and the chancellors took over direct control of education in DC, not once have white students scored that high.

Again, worse, not better.

Why do we keep doing the same things that keep making things worse?


My previous posts on this topic:

  1. https://gfbrandenburg.wordpress.com/2018/04/20/comparing-dcs-4th-grade-white-black-and-hispanic-students-in-the-math-naep/
  2. https://gfbrandenburg.wordpress.com/2018/04/17/the-one-area-where-some-dc-students-improved-under-mayoral-control-of-education/
  3. https://gfbrandenburg.wordpress.com/2018/04/17/more-flat-lines-4th-grade-reading-for-hispanic-and-white-students-dc-and-nationwide/
  4. https://gfbrandenburg.wordpress.com/2018/04/17/one-area-with-a-bit-of-improvement-4th-grade-math-for-black-students-on-the-naep/
  5. https://gfbrandenburg.wordpress.com/2018/04/16/was-there-any-progress-in-8th-grade-math-on-the-naep-in-dc-or-elsewhere/
  6. https://gfbrandenburg.wordpress.com/2018/04/16/progress-perhaps-with-8th-grade-white-students-in-dc-on-naep-after-mayoral-control/
  7. https://gfbrandenburg.wordpress.com/2018/04/16/maybe-there-was-progress-with-hispanic-students-in-dc-and-elsewhere/
  8. https://gfbrandenburg.wordpress.com/2018/04/16/just-how-much-success-has-there-been-with-the-reformista-drive-to-improve-scores-over-the-past-20-years/


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.

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