The information below was shamelessly lifted from the D.C. Pubic Schools website. We need good news, so here is some.
(Washington, DC) – New PARCC results released today show that DC Public Schools made record gains in the last year, increasing by 6.4 percent in English language arts and 3.5 percent in math in 2017. Thirty-two percent of DC Public Schools (DCPS) students met or exceeded expectations on the grades 3-8 and high school English language arts (ELA) assessments, while 27 percent met or exceeded expectations on the grades 3-8 and high school math assessments.
“I’m thrilled to say that DCPS students made unprecedented progress on the PARCC,” said DC Public Schools Chancellor Antwan Wilson. “This improvement is a clear sign of student learning, our commitment to our young people, and our investment in the programs and curriculum that support the work. We’re committed to continuing to work hard to ensure our schools serve every student in every part of the city well.”
Students at every grade level made gains on the 2017 PARCC assessment, including strong gains among middle grades in both ELA and math. Students also saw gains by race, economic status, special education status, and English learning status:
- Black students saw a 5 percent increase in ELA and a 2 percent increase in math;
- Hispanic students saw a 6 percent increase in ELA and a 5 percent increase in math;
- English learners saw an increase of 3.8 percent in ELA and 3.6 percent in math;
- Special education students saw an increase of 2.2 percent in ELA and 1.4 percent in math; and
- Economically disadvantaged students saw a 9.2 percent increase in ELA and a 6.5 percent increase in math.
DCPS reduced the percentage of students scoring at Level 1 or Level 2 significantly in ELA and math by 7 percent and 4 percent, respectively.
Many DC Public Schools made significant gains in both ELA and math. Forty-four DCPS schools experienced a 2 percent increase or more in both ELA and math.
- Garfield Elementary School (Ward 8), saw an 8 percent increase in ELA and a 9 percent increase in math;
- Aiton Elementary School Ward 7), saw a 6.9 percent increase in ELA and a 4.8 percent increase in math;
- Phelps ACE High School (Ward 5), saw a 10 percent increase in ELA and an 8 percent increase in math;
- School Without Walls @ Francis-Stevens (Ward 2), saw a 17 percent increase in ELA and an 11 percent increase in math;
- Stuart-Hobson Middle School (Ward 6), saw a 15 percent increase in ELA and a 6 percent increase in math;
- Watkins Elementary School (Ward 6), saw a 12 percent increase in ELA and a 9 percent increase in math;
- Whittier Education Campus (Ward 4), saw a 13 percent increase in ELA and a 14 percent increase in math; and
- Wilson High School (Ward 3), saw a 33 percent increase in ELA and a 3 percent increase in math.
“When you believe that every child can be successful in school, and when you approach each day with that vision, you will see gains for students,” said Elena Bell, Principal of Watkins Elementary School. “I’m thrilled with our progress, but we still have more work to do so that every student is truly prepared.”
Schools that made gains of two percent or more in both subjects
DCPS will continue critical investments to schools that lead to PARCC gains, including Common Core-aligned curriculum designed by teachers, weekly teacher professional development led by schools with LEAP, and access to AP courses. Starting in School Year 2017-2018, DCPS will:
- Increase STEM courses and extracurricular offerings in middle schools, a change that will ensure every middle school student in DCPS has the option to participate in at least one extracurricular program;
- Expand college and career support, ensuring more 10th, 11th and 12th grade students receive a tailored postsecondary plan for college or career;
- Expand support for overage, undercredited students in Opportunity Academies by creating an Opportunity Academy for 8th grade for students who need academic and social emotional support to be successful in high school, create extended-year calendars at Roosevelt STAY and Luke C. Moore, and implement Summit Personalized Learning in all core subjects; and
- Support young women of color to build community, confidence, and leadership skills inside and outside of schools through Reign: Empowering Young Women as Leaders.