Professional Documents
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District of Columbia School Equity Reports 2013
District of Columbia School Equity Reports 2013
District of Columbia School Equity Reports 2013
Dear Community Member, Representatives from the DC Public Schools (DCPS), DC Public Charter School Board (PCSB), Deputy Mayor of Education (DME), and the Office of the State Superintendent of Education (OSSE) have been working collaboratively over the past few months to align a variety of data among all DC public and public charter schools. Discussions about presenting the data began early last school year when public charter school leaders worked with PCSB to select indicators for the report. DCPS has been publicly reporting these metrics since 2011 and seeing the value in using common metrics across both sectors, PCSB and DCPS began working together to create city-wide Equity Reports. This collaboration has resulted in the publication of DCs first Equity Reports. These city-wide reports, available at LearnDC.org, highlight each schools ability to serve students with various challenges in school year 2012-2013. These reports focus on the retention, discipline, and achievement of all students and move the District closer to having a complete and transparent view of school performance. The DC 2013 School Equity Reports feature several metrics, including: A schools demographic profile, including the percentage of students with disabilities; Performance on state assessments disaggregated by type of student; In-seat attendance rates; Unexcused absence rates; Student suspension and expulsion rates; and Rates of student entry and withdrawal throughout the year. These reports are an important step for parents to make accurate comparisons across schools citywide. In addition to posting these reports through links on OSSEs LearnDC.org website, efforts are also being made to include these data points in existing sources of information such as the DCPS School Scorecards, PCSBs Data Center, and OSSEs School Report Cards to ensure members of the public can find this important information wherever they look for information on schools. Were excited about the progress we are making in improving the quality and consistency of information to parents, and we thank you for your help in developing these reports. Please direct any questions to Jeff Noel at jeffrey.noel@dc.gov, Naomi DeVeaux at ndeveaux@dcpcsb.org, or Naomi Watson at naomi.watson@dc.gov.
Table of Contents
School Name Page Number
District of Columbia Summary 1 Achievement Preparatory Academy PCS Middle 5 Aiton Elementary School Amidon-Bowen Elementary School Anacostia High School AppleTree Early Learning PCS Columbia Heights AppleTree Early Learning PCS Lincoln Park AppleTree Early Learning PCS Oklahoma Ave AppleTree Early Learning PCS Southeast AppleTree Early Learning PCS Southwest Arts and Technology Academy PCS Ballou High School Ballou STAY High School Bancroft Elementary School Barnard Elementary School BASIS DC PCS Beers Elementary School Benjamin Banneker High School Booker T. Washington PCS Brent Elementary School Bridges PCS Brightwood Education Campus 9 13 17 21 24 27 30 33 36 40 44 46 50 54 58 62 66 69 73 76
Burroughs Education Campus 95 Burrville Elementary School 99 C.W. Harris Elementary School Capital City PCS High School Capital City PCS Lower School Capital City PCS Middle School Capitol Hill Montessori @ Logan Cardozo Education Campus Carlos Rosario International PCS 103 107 111 115 119 123 127 129 133 137 141 145 149 153 157 161 165 169 173 177 181 184 188 192 196 200 203 207
Center City PCS Brightwood Center City PCS Capitol Hill Center City PCS Congress Heights
Center City PCS Petworth Center City PCS Shaw Center City PCS Trinidad Csar Chvez PCS for Public Policy Capitol Hill Csar Chvez PCS for Public Policy Chvez Prep Csar Chvez PCS for Public Policy Parkside High School
Csar Chvez PCS for Public Policy Parkside Middle School Cleveland Elementary School Columbia Heights Education Campus Community Academy PCS Amos 1 Community Academy PCS Amos 2 Community Academy PCS Amos 3 Community Academy PCS Butler Global Community Academy PCS CAPCS Online Coolidge High School
211 215 219 223 227 231 235 239 243 247 251 254 258 262 266 270 274 278 282 286 290 294 298 302 306 310 314 318 322 326
DC Prep PCS Edgewood Middle DC Scholars PCS Deal Middle School Drew Elementary School Duke Ellington School of the Arts Dunbar High School E.L. Haynes PCS Georgia Avenue
E.L. Haynes PCS Kansas Avenue (Elementary School) E.L. Haynes PCS Kansas Avenue (High School)
Eagle Academy PCS New Jersey Avenue Eagle Academy PCS The Eagle Center at McGogney Early Childhood Academy PCS
Eastern High School Eaton Elementary School Eliot-Hine Middle School Elsie Whitlow Stokes Community Freedom PCS Excel Academy PCS Friendship PCS Blow-Pierce Elementary & Middle
Friendship PCS Chamberlain Elementary & Middle Friendship PCS Collegiate Academy Friendship PCS Southeast Elementary Academy Friendship PCS Technology Preparatory Academy
Friendship PCS Woodridge Elementary & Middle Garfield Elementary School Garrison Elementary School H.D. Cooke Elementary School H.D. Woodson High School
Hearst Elementary School Hendley Elementary School Hope Community PCS Lamond Hope Community PCS Tolson Hospitality High PCS Houston Elementary School Howard University Mathematics and Science PCS Hyde-Addison Elementary School
330 334 338 342 346 350 354 358 362 366 370 374 378 382 386 390 394 398 402 406 410 414 418 422 425 428 432 436 439 442
Ideal Academy PCS Imagine Southeast PCS Inspired Teaching Demonstration PCS Integrated Design Electronics Academy PCS J.O. Wilson Elementary School Janney Elementary School
Jefferson Middle School Academy Johnson Middle School Kelly Miller Middle School Ketcham Elementary School Key Elementary School Kimball Elementary School King Elementary School KIPP DC AIM Academy PCS KIPP DC College Preparatory PCS KIPP DC Discover Academy PCS
KIPP DC Grow Academy PCS KIPP DC Heights Academy PCS KIPP DC KEY Academy PCS KIPP DC LEAD Academy PCS KIPP DC LEAP Academy PCS KIPP DC Promise Academy PCS
KIPP DC WILL Academy PCS Kramer Middle School Lafayette Elementary School Langdon Education Campus
446 450 454 458 462 466 470 474 476 480 484 488 492 496 500 504 508 512 514 518 522 526 530 533 537 541 545 549 553 557
Langley Elementary School LaSalle-Backus Education Campus Latin American Montessori Bilingual PCS Latin American Youth Center Career Academy PCS Leckie Elementary School Ludlow-Taylor Elementary School Malcolm X Elementary School @ Green
Mann Elementary School DCPS School Marie Reed Elementary School DCPS School Mary McLeod Bethune Day Academy PCS
Maury Elementary School DCPS School-None Maya Angelou PCS Evans High School Maya Angelou PCS Evans Middle School Maya Angelou PCS Young Adult Learning Center McKinley Technology High School Meridian PCS Miner Elementary School
Murch Elementary School Nalle Elementary School National Collegiate Preparatory Public Charter High School Noyes Education Campus DCPS School
Options PCS Public Charter School Orr Elementary School Oyster-Adams Bilingual School v
561 565 569 573 576 580 584 588 592 596 600 604 608 612 614 618 622 626 630 634 637 641 645 649 652 656 660 664 668 672
Paul PCS Payne Elementary School Peabody Elementary School Perry Street Preparatory PCS
Phelps Architecture, Construction, and Engineering High School Plummer Elementary School Potomac Lighthouse PCS Powell Elementary School Randle Highlands Elementary School Raymond Education Campus
Richard Wright PCS for Journalism and Media Arts Roosevelt High School @ MacFarland Roosevelt STAY High School @ MacFarland Roots PCS Ross Elementary School Savoy Elementary School School Without Walls @ Francis-Stevens School Without Walls High School School-Within-School @ Goding
Seaton Elementary School SEED Public Charter School of Washington, D.C. Shepherd Elementary School Shining Stars Montessori Academy PCS Simon Elementary School Smothers Elementary School Sousa Middle School St. Coletta Special Education PCS Stanton Elementary School Stoddert Elementary School vi
Stuart-Hobson Middle School Takoma Education Campus The Next Step/El Prximo Paso PCS Thomas Elementary School Thomson Elementary School Thurgood Marshall Academy PCS Tree of Life PCS Truesdell Education Campus Tubman Elementary School Turner Elementary School Two Rivers PCS Tyler Elementary School Walker-Jones Education Campus
676 680 684 686 690 694 698 702 706 710 714 718 722 726 730 734 738 742 746 750 754 758 762 766
Washington Latin PCS Middle School Washington Latin PCS Upper School
Washington Mathematics Science Technology PCHS Washington Yu Ying PCS Watkins Elementary School West Education Campus Wheatley Education Campus Whittier Education Campus William E. Doar, Jr. PCS for the Performing Arts Wilson High School YouthBuild PCS
vii
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
ATTENDANCE
DC Rate
43
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
22
9 8
8
DC <
DISCIPLINE DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
12 n< 10
n < 15 10 n < 10 4 n < 10 23
0n < 10 1n < 10
0n < 10
1n < 10 0n < 10 1n < 10
2 n < 10
n < 16 10 n < 10 4 n 5 < 10 n 10 < 10
DC Total
0n < 10
0n < 10 0n < 10 0n < 10
DC < DC <
DC Rate
0.22
1n < 10
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
49 43 46 20 82 44 55 84 52 89
### ### ### ### ### ### ### ### ### ###
n < 25
53
45 38 36 17
### ### ### ### ### ### ### ### ### ###
n < 25 50 n < 25 42 n < 2540 n< 25 19 n < 25 n < 25 44 n < 25 52 n < 25 n < 25 52 n < 25
86
70 40 47
74
59 83
80 62
80
67
91
DC <
91
92
DC <
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
50 49 51 42 70 49 53 55
50 49 51 44 62 48 52 62
50 49 51 43 66 49 53 59 71
n < 25 50 n < 25 49 n < 25 51 n < 25 43 n < 25 n < 25 49 n < 25 n < 25 n < 25 n < 25
50 48 54 43
50 49 51 42 57 48 55 57
50 49 53 43 61 48 55 56 57
53
n < 25 43 n < 25
66
65 48 55 54
61
53
55
59 71
60
DC <
56 57
62
DC <
59
60
60
65
60
62
STUDENT MOVEMENT
What does student movement look like? The chart below shows how the city's student population changed throughout the year. The cumulative number of students admitted into a new school is shown as a proportion of the city's total enrollment on the blue line. Cumulative student withdrawals from a school are shown on the purple line.
Total Enrollment
80,230 Students
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
2%
3%
4%
5%
7%
7%
8%
9%
-5%
-6%
-7%
-8%
-9%
-10%
-11%
-11%
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
ATTENDANCE
60
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
17
22
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 1020 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
24 29 24
36 37
35
This School
0.64 0.29
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
86 85
### ###
85 84
69 66
### ###
n < 25
49
64
n < 25 42 62 n < 25
39
###
n< 25 22 n < 25
56
21
###
24 n< 18 25 n < 25
86
###
47
85
69
###
64
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
72 72
69 70
70 71
50 49
70 71
63 64
59 59
60 61
50 49
60 61
49
67
61
n < 25 43 n < 25
61
57
64
61
n < 25 43 n < 25
61
72
69
70
49
70
63
59
60
48
60
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
315 Students
Apr
May
0% 0%
0% 0%
0%
1% -3%
1% -3%
1%
1%
1%
-2%
-5%
-6%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 3% -1%
Nov
4% -2%
Dec
5% -3%
Jan
6% -4%
Feb
7% -5%
Mar
8% -5%
Apr
8% -6%
May
9% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
ATTENDANCE
27
23
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
30
19 14
8
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
15 n 5< 10 17 n< 10 7 n < 10 n < 11 10 n < 10 15 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
32
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
10
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
21 21
### ###
18 18
### ###
19 n< 25
49
19
###
47
17
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
49 49
37 37
44 44
44 43
46 46
45 44
49
37
44
44
49
44
46
45
45
48
11
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
252 Students
Apr
May
2% 0%
3%
3%
4%
5%
6%
6%
6%
-2%
-4%
-4%
-5%
-6%
-8%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
12
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
3
12
Special Education 12
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
13
ATTENDANCE
36
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
44
5
6 3
6
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
16 n 5< 10 18 n< 10 7 n < 10 n < 11 10 n < 10 16 n< 10 7 14 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
29
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
14
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
17 14
### ###
22 20
### ###
16
###
47
21
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
30 30
49 49
38 39
34 34
48 48
40 41
30
49
38
34
48
40
15
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb
12%
Total Enrollment
293 Students
Mar
12%
Apr
13%
May
14%
2%
5%
7%
9%
-2%
-2%
-3%
-3%
-4%
-5%
-6%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
16
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
17
ATTENDANCE
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
16
17
50
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 1020 n < 10 n < 10 n < 10 n < 10 n < 10 23 n < 10 n < 10 n < 10 n < 10
32 24
39 38
46
3 n < 10 n < 10
36
This School
0.00 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
18
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
12 13
### ###
17 16
### ###
20 n< 25
49
20 n< 25 42 n < 25
###
7 n< 25 22 n < 25
###
7 n< 18 25 n < 25
11
###
47
17
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
34 35
39 39
36 37
36 36
47 47
41 42
18
27
23
23 n < 25 43 n < 25
42
32
36
36 n < 25 43 n < 25
34
40
36
36
48
42
42
48
19
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Total Enrollment
697 Students
50% 40% 30% 20% 10% 0% -10% -20% -30% -40% -50%
Dec
24%
Jan
29%
Feb
32%
Mar
35%
Apr
36%
May
38%
16%
0%
-3%
-8%
-10%
-13%
-16%
-19%
-22%
december
january
february
march
april
may
Oct
Entry Withdrawal 8% -2%
Nov
10% -4%
Dec
11% -5%
Jan
12% -7%
Feb
14% -9%
Mar
15% -11%
Apr
16% -12%
May
17% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
20
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
30
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
21
ATTENDANCE
31 19 12 12 20
22
38
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
10
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
5 n < 10 1 4 n < 10 1
0
This School
0.00 0.01
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
22
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
161 Students
Apr
May
0%
0%
0%
1%
1%
1%
1%
1%
-2%
-2%
-2%
-2%
-5%
-6%
-6%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -3%
Nov
2% -3%
Dec
3% -4%
Jan
3% -5%
Feb
4% -6%
Mar
4% -6%
Apr
5% -7%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
23
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
2
5
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
24
ATTENDANCE
43
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
5 6
11
22
10
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
8 n < 10 1 14 n < 10 1 n < 10 n < 10 n < 10 6 n < 10 1 n < 10 n < 10 n < 10 7 n < 10 1
This School < City Average * <
This School
0.00 0.01
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
25
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
61 Students
Apr
May
0% 0%
0% 0%
0%
0%
0%
0% -3%
0%
0%
-2%
-2%
-2%
-5%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -3%
Nov
2% -3%
Dec
3% -4%
Jan
3% -5%
Feb
4% -6%
Mar
4% -6%
Apr
5% -7%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
26
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
2
3
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
27
ATTENDANCE
24
22
38
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
22
13 19
10
9
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
4 n < 10 1 5 n < 10 1 n < 10 n < 10 n < 10 4 n < 10 1 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.62 0.01
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
28
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
162 Students
Apr
May
0% -1%
0%
0%
0% -4%
0% -4%
0% -4%
0%
0%
-2%
-2%
-5%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -3%
Nov
2% -3%
Dec
3% -4%
Jan
3% -5%
Feb
4% -6%
Mar
4% -6%
Apr
5% -7%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
29
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
30
ATTENDANCE
13 17 10
10 22
38
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
21 21
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
15 n < 10 1 16 n < 10 1 n < 10 n < 10 n < 10 15 n < 10 1 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.01
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
31
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
172 Students
Apr
May
0% 0%
0% 0%
0% 0%
0%
0% -3%
0% -4%
0% -4%
0% -4%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -3%
Nov
2% -3%
Dec
3% -4%
Jan
3% -5%
Feb
4% -6%
Mar
4% -6%
Apr
5% -7%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
32
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
14
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
33
ATTENDANCE
45
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
17 13
22
9
7
10
13
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
14 n < 10 1 15 n < 10 1
0
25
This School
0.00 0.01
29
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
34
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
84 Students
Apr
May
0%
0% -4%
0%
0%
0%
0%
0%
0%
-2%
-6%
-6%
-6%
-7%
-10%
-10%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -3%
Nov
2% -3%
Dec
3% -4%
Jan
3% -5%
Feb
4% -6%
Mar
4% -6%
Apr
5% -7%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
35
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
11
Special Education 11
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
36
ATTENDANCE
32 31
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
17 11
6
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
14 n 5< 10 14 n< 10 7 n < 10 n < 11 10 n < 10 14 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
28
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
37
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
29 30
### ###
39 39
### ###
###
12 n < 25 22 n < 25
###
9 < 25 n 18 n < 25
29
###
39
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
37 38
43 43
40 41
37 35
42 42
40 39
37
43
40
37
42
40
38
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
629 Students
Apr
May
0% 0%
0%
0%
0% -3%
0% -3%
0% -4%
0% -4%
0% -4%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
39
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
40
ATTENDANCE
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
13 20
17
11
49
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 1020 n < 10 n < 10 n < 10 n < 10 n < 10 23 n < 10 n < 10 n < 10 n < 10
32 24
57 53
60
1 n < 10 2 n < 10
52
This School
0.00 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
41
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
23 21
### ###
20 21
### ###
n13 < 25
49
###
6 n< 25 22 n < 25
###
n< 18 25 n < 25
23
###
47
20
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
51 51
49 49
50 50
47 47
32 32
40 39
37
49
44
44 n < 25 43 n < 25
40
29
34
34 n < 25 43 n < 25
51
49
50
49
50
47
32
40
42
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan
13%
Total Enrollment
791 Students
Feb
17%
Mar
19%
Apr
20%
May
21%
4%
7%
9%
-2%
-4%
-4%
-7%
-9%
-11%
-15%
-17%
december
january
february
march
april
may
Oct
Entry Withdrawal 8% -2%
Nov
10% -4%
Dec
11% -5%
Jan
12% -7%
Feb
14% -9%
Mar
15% -11%
Apr
16% -12%
May
17% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
43
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
44
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
2 n < 10 2 4 n4< 10 n < 10 7 n< 10 8 n < 10 1 n3 < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.24
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
45
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
65
Hispanic / Latino 74
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
46
ATTENDANCE
62
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
13
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
47
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
49 45 43
35 33 25
46
###
47
59
30
###
37 n < 25 52
n < 25 n < 25 n < 25
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
57 57 39
65 62 62
61 59 50
n < 25 n < 25
50 49
61
59
63 64 64
64 57 49
64 61 56
50 49
64
61
53
56
56
66
60
52
60
64
64
64
55
64
48
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
473 Students
Apr
May
1% 0%
1% -1%
1% -1%
1% -1%
2% -1%
3%
3%
3%
-2%
-2%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
49
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
31
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
50
ATTENDANCE
60
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
24
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
51
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
58 54 57 40
56 57 52 37
58 58
### ###
47
49
56 53
### ###
55
50
59
52
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
39 34
31 31
34 31
51 56
44 44
46 47
33 50
35 26
34 36
42 57
44 40
43 47
43
48
47
55
52
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
569 Students
Apr
May
1% -1%
2% -1%
2% -1%
3% -1%
4%
4%
6%
6%
-1%
-2%
-3%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
53
BASIS DC PCS
2012-13 Equity Report
What are Equity Reports? The Deputy Mayor for Education, the Office of the State Superintendent of Education (OSSE), DC Public Schools (DCPS), the DC Public Charter School Board (PCSB) and NewSchools Venture Fund have partnered to create the citys first Equity Reports. Equity Reports are a complement to OSSEs School Report Cards, DCPS School Scorecards and PCSBs Performance Management Framework.
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
5
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
54
BASIS DC PCS
2012-13 Equity Report
ATTENDANCE
58
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
17
22
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
18 n < 10 22 n < 10 n < 10 n < 10 0 n3 < 10 n < 10 10 n< 10 9 8 n< 10 9 n < 10 3 n < 10 1
This School < City Average * <
27 32 27
29
1
35
1
9 n < 10
0 n < 10
1
29
3 n < 10
This School
0.00 0.35
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
55
BASIS DC PCS
2012-13 Equity Report
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
### ###
77 63
### ###
n < 25
49
81 67
###
47
66
###
72
###
n < 25
91
94
###
n < 25
92
96
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
48 33
52 43
36
49
44
48
68
n < 25
59
62
n < 25
62
56
BASIS DC PCS
2012-13 Equity Report
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
443 Students
Apr
May
0% -1%
<1%
<1%
<1%
<1%
<1%
<1%
<1%
-3%
-6%
-8%
-9%
-10%
-10%
-11%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
5% -3%
Jan
6% -4%
Feb
7% -5%
Mar
8% -5%
Apr
9% -6%
May
9% -8%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
57
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
58
ATTENDANCE
53
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
25
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
1 n 5< 10 2 n< 10 7 n < 10 1 n < 11 10 n < 10 1 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
59
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
43 42
### ###
44 44
### ###
###
24 n< 25 22 n < 25
###
n 15 < 18 25 n < 25
43
###
47
47
44
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
57 59
42 42
49 48
58 54
47 47
52 50
57
42
48
48
49
58
47
52
48
52
60
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
384 Students
Apr
May
1% 0%
3%
3%
4%
4%
5%
5%
6%
-2%
-2%
-2%
-2%
-3%
-3%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
61
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
62
ATTENDANCE
58
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
21
11
11
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 1021 0 n < 10 n < 10 n < 10 n < 10 0 n < 10 0 n <10 10 n < 10 n < 10 n < 10
This School < City Average * <
24 24
This School
0.00 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
63
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
97 98
### ###
100 100
87 86
### ###
n < 25
49
96 95
96
###
47
100
87
###
95
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
62 60
81 81
70 70
50 49
70 70
62 61
70 65
66 63
50 49
66 63
62
77
68
49
68
62
66
64
48
64
64
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
394 Students
Apr
May
0% 0%
0% 0%
0% 0%
0% -1%
0% -1%
0% -1%
0% -1%
1% -1%
december
january
february
march
april
may
Oct
Entry Withdrawal 0% -0%
Nov
0% -0%
Dec
0% -0%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
65
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
2
23
Special Education* 23
*Special Education enrollment rate only includes students in 9th - 12th grade.
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
66
ATTENDANCE
34
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
16
19
11
11
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
13 n < 10 17 12 n < 10 22 n < 10 n < 10 n < 10 12 n < 1021 6 n 5< 10 n < 10 n < 10 n < 10
This School < City Average * <
24
30
4 n < 10 n < 10
3 n < 10
This School
0.28 0.48
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
67
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
362 Students
Apr
May
1% -1%
1%
1%
1%
1%
1%
1%
1%
-2%
-2%
-5%
-5%
-6%
-6%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 10% -12%
Nov
12% -15%
Dec
13% -17%
Jan
15% -19%
Feb
17% -21%
Mar
18% -24%
Apr
19% -26%
May
20% -28%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
68
PK3-5th 6 301 North Carolina Ave. SE Washington, DC 20003 (202) 698-3363 www.dcps.dc.gov/DCPS/brent
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
8
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
69
ATTENDANCE
52
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
26
5
6
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 n < 10
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
70
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
72 48
###
81
72 68
###
49
76
62
###
47
63
60
###
58
89
###
n < 25
90
91
86
###
n < 25
85
92
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
58
48
53
50
53
66
41
54
50
54
58
47
54
49
54
58
47
47
48
71
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
358 Students
Apr
May
0% 0%
0% 0%
0% -1%
1%
2%
3%
4%
5%
-2%
-3%
-3%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 0% -0%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
72
Bridges PCS
2012-13 Equity Report
What are Equity Reports? The Deputy Mayor for Education, the Office of the State Superintendent of Education (OSSE), DC Public Schools (DCPS), the DC Public Charter School Board (PCSB) and NewSchools Venture Fund have partnered to create the citys first Equity Reports. Equity Reports are a complement to OSSEs School Report Cards, DCPS School Scorecards and PCSBs Performance Management Framework.
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
42
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
73
Bridges PCS
2012-13 Equity Report
ATTENDANCE
50
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
7
8 5
5
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 1 0 n < 10 2
0
This School
0.00 0.01
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
74
Bridges PCS
2012-13 Equity Report
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
143 Students
Apr
May
0% -1%
0%
2%
3%
3%
3%
4%
4%
-2%
-2%
-2%
-3%
-3%
-5%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 1% -2%
Nov
2% -3%
Dec
3% -4%
Jan
3% -5%
Feb
4% -6%
Mar
4% -6%
Apr
5% -7%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
75
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
49
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
76
ATTENDANCE
62
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
17
22
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n <10 10 0 n < 10 13 0 n3 < 10 0 n < 10 19 n < 10 0 n < 10 13 0 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
77
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
35 34 27 4
33 35 24
36 33
### ###
47
48
59
40 30
### ###
47
41
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
52 53 55
60 60 57
56 57 56
50 49
56
57
53 53 58
54 54 54
54 54 56
50 49
54
54 56
51
56
53
47 53
64 59
55 55
49
55 55
52 53
43 60
48 56
48
48
55
52
56
78
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
573 Students
Apr
May
14%
1% 0%
2%
3%
4%
5%
7%
9%
-2%
-2%
-3%
-3%
-3%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
79
Briya PCS
2012-13 Equity Report
What are Equity Reports? The Deputy Mayor for Education, the Office of the State Superintendent of Education (OSSE), DC Public Schools (DCPS), the DC Public Charter School Board (PCSB) and NewSchools Venture Fund have partnered to create the citys first Equity Reports. Equity Reports are a complement to OSSEs School Report Cards, DCPS School Scorecards and PCSBs Performance Management Framework.
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
88
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
80
Briya PCS
2012-13 Equity Report
ATTENDANCE
30
38
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
36
10
11 10
12
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 1 0 n < 10 2
0
This School
0.00 0.07
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
81
Briya PCS
2012-13 Equity Report
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
436 Students
Apr
May
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -17%
Nov
8% -19%
Dec
9% -20%
Jan
10% -22%
Feb
11% -24%
Mar
12% -26%
Apr
14% -27%
May
15% -29%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
82
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
7
15
Special Education 15
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
83
ATTENDANCE
74
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
14 3 0 0
7
22
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
4 n <10 10 7 n < 10 13 0 n3 < 10 10 n < 10 19 n < 10 5 n < 10 13 0 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
84
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
38 31
### ###
37 34
### ###
16
###
21 n< 25 22 n < 25
14
###
9 < 25 n 18 n < 25
35 56
###
36 44
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
41 39
37 37
39 38
46 44
46 46
46 45
37
36
36
36 n < 25 43 n < 25
52
50
51
51 n < 25 43 n < 25
41
37
39
45
46
45
45
48
85
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
274 Students
Apr
May
2% 0%
3%
5%
6%
7%
7%
9%
9%
-3%
-4%
-5%
-5%
-6%
-6%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
86
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
5
16
Special Education 16
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
87
ATTENDANCE
27
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
53
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
15 n <10 10 16 n < 10 13 6 n3 < 10 24 n < 10 19 n < 10 14 n < 10 13 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
1n < 10 1n < 10
0n < 10
1
3 n < 10 n < 10
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
88
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
22 22
### ###
20 17
### ###
n < 26 25
49
n < 26 25 42 n < 25
14
###
24 n< 25 22 n < 25
###
8 < 25 n 18 n < 25
21
###
20
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
36 37
66 66
50 52
34 33
52 52
43 43
57
64
60
n < 25 43 n < 25
60
36
51
42
42 n < 25 43 n < 25
36
67
51
49
51
33
52
42
42
48
89
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
364 Students
Apr
May
12%
1% -1%
5%
5%
6%
7%
10%
11%
-3%
-3%
-5%
-6%
-6%
-6%
-9%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
90
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
62
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
91
ATTENDANCE
62
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
27
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n 5< 10 0 n< 10 7 0 n < 10 1 0 n < 11 10 n < 10 0 n< 10 7 0 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
92
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
41 41 41 16
n < 25 n < 25
56 56
28 26 24 8
35 44
### ###
47
52
29 26
### ###
58
59
42
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
41 42 46 45
41 41 41
41 41 44 38
64 64 72 65
59 59 37
62 61 56 54
50 49
62 61
53
56
n < 25 43 n < 25
54
48 40
22 45
38 43
64 64
40 62
54 63
48
54
55
43
52
63
93
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
442 Students
Apr
May
0% -1%
1%
2%
3%
4%
4%
5%
6%
-2%
-3%
-4%
-4%
-4%
-5%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
94
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
6
25
Special Education 25
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
95
ATTENDANCE
45
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
10
22
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
8 n <10 10 11 n < 10 13 0 n3 < 10 6 n < 10 19 n < 10 9 n < 10 13 0 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
1n < 10 1n < 10
1 n < 10
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
96
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
55 51
### ###
57 57
53 48
### ###
27
###
31 n< 25 22 n < 25
27
###
28 n< 18 25 n < 25
53
###
47
56
51
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
58 57
51 51
55 53
50 49
55
60 58
43 43
52 50
53
59
50
55
49
55
56
42
49
48
49
97
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
283 Students
Apr
May
12%
1% -1%
4%
4%
6%
8%
9%
11%
-1%
-2%
-2%
-3%
-4%
-5%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
98
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
99
ATTENDANCE
27
23
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
39
15 14
5
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
15 n 5< 10 18 n< 10 7 n < 10 13 n < 11 10 n < 10 15 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
100
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
35 34
### ###
30 n < 25
36 33
### ###
34
###
35
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
25 25
41 41
32 33
26 27
42 42
34 35
24
41
32
26
42
34
101
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
357 Students
Apr
May
0% 0%
1% -1%
1% -1%
2%
2%
3%
3%
4%
-3%
-4%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
102
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
21
Special Education 21
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
103
ATTENDANCE
21
23
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
38
17 18
5
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
16 n 5< 10 17 n< 10 7 n < 10 n < 11 10 n < 10 15 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
25
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
104
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
19 19
### ###
31 n < 25
15 16
### ###
28 n < 25
49
19
###
15
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
74 75
60 60
68 67
50 49
68 67
31 29
43 43
37 36
74
60
68
49
68
31
43
37
105
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
12%
Total Enrollment
265 Students
Apr
14%
May
15%
1% -1%
4%
5%
9%
11%
-5%
-5%
-5%
-6%
-8%
-8%
-9%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
106
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
16
20
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
107
ATTENDANCE
39
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
21
14
11
12
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
12 n < 1021 11 n < 10 14 n < 12 10 17 n < 10 n < 10 13 n < 10 24 13 n <10 10 n < 10 n < 10 n < 10
This School < City Average * <
33 24
1n < 10 1n < 10
This School
0.62 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
108
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
### ###
62
### ###
n < 25
49
72 72
60
###
57
59
###
52
71
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
33 35
48 49
40 43
41 39
69 71
55 57
50 49
55 57
31 35
42 43 39
n < 25
42
49
42 41
51 72 57
48
51
55
57
109
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
321 Students
Apr
May
0% -1%
0%
0%
0%
1% -3%
1% -3%
1% -3%
1%
-2%
-2%
-2%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
110
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
28
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
111
ATTENDANCE
51
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
18
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
112
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
### ###
### ###
### ###
n < 25
43
47 59
### ###
45 n < 25 44
13 n < 25
n < 25 n < 25 n < 25
33 n < 25
n < 25 n < 25 n < 25
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
32 23
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
37 28
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
113
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
325 Students
Apr
May
0% 0%
0% 0%
0% -1%
0% -1%
0% -1%
0% -1%
0% -1%
0%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -6%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
114
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
30
19
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
115
ATTENDANCE
48
49
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
21
22
12
3
4
1
2
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
1n < 10
0n < 10 1
0
1n < 10 2 n < 10
27
32
0 n < 10 0 n < 10 1
This School
1 n < 10
0 n < 10 1 n < 10
0
0.34 0.35
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
116
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
n < 25
49
62
### ###
43
47
###
59
57
47
###
52
60
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
35 32 29 29
49 49 53 28
39 30
45 51
117
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
298 Students
Apr
May
0% 0%
2% -1%
2% -1%
2%
2%
2%
2%
2%
-3%
-3%
-3%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
5% -3%
Jan
6% -4%
Feb
7% -5%
Mar
8% -5%
Apr
9% -6%
May
9% -8%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
118
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
2
4
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
119
ATTENDANCE
55
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
21
23
5
6 3
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 n < 10
This School
0 n < 10 n < 10
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
120
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
44
###
38 n < 25 53 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
78
###
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
49
64
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
61
47
n < 25 47 50 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
67
52
52 n < 25 50 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
121
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
224 Students
Apr
May
0% 0%
0% 0%
0% 0%
1% -1%
1% -1%
1%
3%
4%
-2%
-3%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 0% -0%
Nov
0% -0%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
122
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
24
30
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
123
ATTENDANCE
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
12 26
17
11
31
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 1020 n < 10 14 n < 12 10 n < 10 n < 10 n < 10 23 20 n <10 10 n < 10 n < 10 n < 10
32 24
43 50
3 n < 10 3 n < 10
51
50
1
4 n < 10
This School
0.00 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
124
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
32 29
33 n < 25
26 23
20 n< 25
49
20 n< 25 42 9 < 25 n 22
###
12
29
### ###
33 n < 25 47
25
59
### ###
23 n < 25 44
32 n < 25
n < 25 n < 25 n < 25
15 n < 25
n < 25 n < 25 n < 25
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
50 50
53 53
52 52
51 51
34 34
42 41
50
53
52
49
52
50
34
41
41
48
125
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb
14%
Total Enrollment
537 Students
Mar
17%
Apr
19%
May
20%
2% -1%
7%
8%
11%
-4%
-6%
-8%
-9%
-11%
-16%
-18%
december
january
february
march
april
may
Oct
Entry Withdrawal 8% -2%
Nov
10% -4%
Dec
11% -5%
Jan
12% -7%
Feb
14% -9%
Mar
15% -11%
Apr
16% -12%
May
17% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
126
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
93
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
127
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0n < 10 n < 10
This School
0.00 0.24
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
128
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
40
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
129
ATTENDANCE
65
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
13
22
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
12 n < 11 10 12 n < 10 14 14 n3 < 10 n < 1020 n < 10 13 n < 10 14 12 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
41
This School
0.00 0.14
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
130
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
52 51 29
n < 25 n < 25
69 69
46 44 13
n < 25
49
57
56 46
### ###
47 59
74
54 36
### ###
58
63
52
55
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
78 77 72
73 73 63
76 75 68
50 49 51
76
75 68
59 59 68
64 64 76
62 62 72
50 49 53
62
62 72
83 74
74 71
79 72
49 52
79 72
59 61
64 69
61 65
48
61 65
55
131
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
238 Students
Apr
May
0% -1%
0%
0%
0% -3%
0% -3%
0% -3%
0% -3%
0% -3%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -1%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
6% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
132
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
133
ATTENDANCE
46
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
28
13
2
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
22 22
54
0 n < 10 1 n < 10
0
This School
0.44 0.14
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
134
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
48 42
### ###
50 43
### ###
48
###
50
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
56 54
46 46
51 49
62 57
39 39
51 46
56
45
51
49
51
62
39
51
48
51
135
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
230 Students
Apr
May
0%
0% -4%
0%
0%
0%
0%
0%
0%
-2%
-5%
-5%
-6%
-7%
-9%
-10%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -1%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
6% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
136
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
0
10
Special Education 10
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
137
ATTENDANCE
36 33
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
13 10
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
23 23
40
0 n < 10 1 n < 10
0
This School
1.57 0.14
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
138
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
34 31
### ###
35 33
### ###
34
###
47
48
35
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
45 44
62 62
53 53
50 49
53 53
54 54
65 65
59 59
50 49
59 59
45
62
53
49
53
54
65
59
48
59
139
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
254 Students
Apr
May
0% -1%
1%
1%
1%
1%
1%
1%
1%
-2%
-4%
-4%
-4%
-6%
-7%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -1%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
6% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
140
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
27
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
141
ATTENDANCE
52
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
24
5
5
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
13 n < 11 10 13 n < 10 14 11 n3 < 10 21 n < 1020 n < 10 14 n < 10 14 12 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.85 0.14
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
142
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
57 58 33
64 64 63
50 46 10
n < 25
49
58
58 56
### ###
47
64
59
56 41
### ###
65
62
51
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
75 76
60 60
67 67
50 49
67 67
57 54
63 63
60 59
50 49
60 59
76 73
61 60
68 66
49 52
68 66
51 65
68 59
59 62
48
59 62
55
143
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
235 Students
Apr
May
0% 0%
0% -1%
0% -1%
0%
0%
0%
0% -3%
0% -3%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -1%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
6% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
144
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
14
12
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
145
ATTENDANCE
43 27
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
17 n < 11 10 17 n < 10 14 7 n3 < 10 25 n < 1020 n < 10 n < 10 14 5 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
22
This School
0.00 0.14
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
146
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
41 40
### ###
36 37
### ###
41 40
### ###
45
47
38 30
### ###
46
59
44
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
56 55
57 57
56 56
50 49
56 56
53 54
68 68
60 61
50 49
60 61
58 46
59 44
58 45
49
58
57 49
67 75
61 64
48
61 64
45
52
55
147
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
218 Students
Apr
May
0% 0%
0% -1%
0% -1%
0%
0% -3%
0% -3%
0% -3%
0% -3%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -1%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
6% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
148
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
10
Special Education 10
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
149
ATTENDANCE
39 32
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
10
4
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 11 10 n < 10 14 n < 10 n < 1020 n < 10 n < 10 14 n < 10 n < 10 n < 10 n < 10
31 32
52
1
4 n < 10 n < 10
32
This School
0.87 0.14
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
150
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
41 34
### ###
41 36
### ###
43
###
47
48
42
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
59 55
41 41
49 46
56 61
35 35
45 45
59
41
49
49
49
56
33
44
44
48
151
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
230 Students
Apr
May
0% 0%
0% 0%
1% -3%
1% -3%
1%
1%
1%
1%
-4%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -1%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
6% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
152
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
3
14
Special Education 14
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
153
ATTENDANCE
41
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
23
12
11
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
28 28
24
33
33
0 n < 10 2 n < 10
24
29
0 n < 10 1
0
This School
1.96 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
154
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
56 58
### ###
40 42
### ###
50 80
###
38 48
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
74 75
57 57
66 66
50 49
66 66
50 58
59 64
54 61
50 49
54 61
73 74
57
66 64
49 52
66 64
50
55
52
48
52
155
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
409 Students
Apr
May
0% -1%
0% -1%
0%
0% -3%
0% -4%
0% -4%
0%
0%
-2%
-5%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
156
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
38
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
157
ATTENDANCE
56
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
13
20
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
22 22
26
31
26 25
0 n < 10 2 n < 10
31
34
0 n < 10 2
0
This School
0.94 0.55
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
158
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
73 74 59 41
78 78 72
47 48 27 14
n< 25 43 22 n < 25
76 72
### ###
47 59
74
58 44
### ###
54
80
52
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
65 65 63 48
58 58 63
61 61 63 54
50 49 51
61 61 63
50 51 45 47
54 54 48
52 52 46 55
n < 25 43 n < 25
54
68 62
57 58
62 60
49 52
62 60
56 47
67 50
62 49
48
62
49
55
159
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
318 Students
Apr
May
0% -1%
0%
0%
0%
0%
0% -3%
0% -4%
0% -4%
-2%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 5% -1%
Nov
6% -3%
Dec
7% -4%
Jan
9% -5%
Feb
10% -7%
Mar
11% -8%
Apr
12% -9%
May
13% -12%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
160
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
2
12
Special Education 12
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
161
ATTENDANCE
41 42
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
11
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
25 n < 1021 n < 10 n < 10 n < 10 n < 10 n < 10 13 n <10 10 n < 10 n < 10 n < 10
This School < City Average * <
24 33 24
26
26
0 n < 10 1
0
This School
1.53 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
162
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
51 48
### ###
64 64
47 49
### ###
52
###
47
63
46
###
53
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
63 58
50 50
58 54
50 49
58
63 64
60 61
62 63
50 49
62 63
54
68
49
60
49
60
63
60
62
48
62
163
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
391 Students
Apr
May
0% 0%
0% -1%
0% -1%
0% -3%
0% -4%
1%
1%
1%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
164
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
17
Special Education 17
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
165
ATTENDANCE
45 30
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
1
2
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 11 10 n < 10 n < 10 n < 10
26
51 52
30
35
65
0 n < 10 2 n < 10
31
52
0 n < 10 1
0
This School
33
3.77 0.43
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
166
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
57 63
### ###
41 40
### ###
23
###
20 n< 25 22 n < 25
17
###
6 n< 18 25 n < 25
58
###
47
50
41
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
59 60
49 51
54 55
50 49
54 55
48 47
40 39
44 42
61
52
56
n < 25 43 n < 25
56
61
43
50
50 n < 25 43 n < 25
59
49
53
49
53
48
38
43
43
48
167
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
318 Students
Apr
May
0% 0%
0%
0% -3%
0%
0%
0%
0%
0%
-2%
-5%
-6%
-6%
-7%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
168
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
21
10
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
169
ATTENDANCE
59
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
23
6
6
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n 5< 10 0 n< 10 7 0 n < 10 1 0 n < 11 10 n < 10 0 n< 10 7 0 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
170
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
74 72
### ###
68 68
67 61
### ###
n < 25
49
71 71
73 77
###
47
68
70 58
###
74
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
58 52
31 31
45 40
51 49
44 44
47 46
60
48
54
49
54
52
45
48
48
48
171
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
297 Students
Apr
May
0% 0%
1% 0%
1% 0%
2%
4%
4%
5%
6%
-3%
-3%
-3%
-3%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
172
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
34
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
173
ATTENDANCE
50
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
16
20
11
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
13 n < 10 23 19 n < 10 27 9 n < 10 13 n < 10 0 n3 < 10 n < 10 8 n <10 10 n < 10 n < 10 n < 10 2 21 24
27
1n < 10 2 n < 10
0n < 10 1 21
34 2
4 n < 10
0 n < 10
1
2 n < 10
This School
0.00 0.49
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
174
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
48 48 43 29
40 38 26 22
42 49
### ###
47
53
59
41 38
### ###
51
44
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
57 58 55 48
58 58 49 52
57 58 52 50
n < 25 n < 25
50 49
57 58
59 59 59 57
59 59 56 47
59 59 58 52
50 49
59 59
53
58
n < 25 43 n < 25
52
48 58
57 58
52 58
49
52 58
57 61
56 63
56 62
48
56 62
52
55
175
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
1262 Students
Apr
May
1% -1%
1% -1%
2% -1%
2%
3%
4%
5%
5%
-2%
-3%
-3%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 6% -2%
Nov
7% -3%
Dec
8% -4%
Jan
10% -6%
Feb
11% -7%
Mar
12% -8%
Apr
13% -10%
May
13% -12%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
176
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
40
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
177
ATTENDANCE
51
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
26
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
1 n 5< 10 1 n< 10 7 1 n < 10 1 4 n < 11 10 n < 10 1 n< 10 7 1 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
178
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
45 47
43 42
42
### ###
48
59
45
### ###
45
43
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
37 39
52 53
44 45
48 49
53 46
50 48
39
54
46
46
49
49
57
53
48
53
179
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
510 Students
Apr
May
0% 0%
0% -1%
0%
0%
0% -3%
0% -3%
0% -3%
0% -3%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
180
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
46
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
181
ATTENDANCE
15 21
23
42
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
18 20 17
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 1 0 n < 10 2
0
This School
0.00 0.01
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
182
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
280 Students
Apr
May
1% 0%
1% -1%
1%
4%
5%
6%
6%
6%
-2%
-3%
-4%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 1% -2%
Nov
2% -3%
Dec
3% -4%
Jan
3% -5%
Feb
4% -6%
Mar
4% -6%
Apr
5% -7%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
183
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
3
13
Special Education 13
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
184
ATTENDANCE
18
22
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
24
19 23 11
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
12 n <10 10 11 n < 10 13 0 n3 < 10 n < 10 19 n < 10 12 n < 10 13 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
38
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
185
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
25 25
### ###
30 31
### ###
n < 26 25
49
28 n < 25 42 n < 25
###
4 n< 25 22 n < 25
25
###
47
30
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
42 42
43 41
42 42
45 46
37 36
42 42
33
33
33
33 n < 25 43 n < 25
38
42
40
40 n < 25 43 n < 25
42
43
42
42
49
45
37
41
41
48
186
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
479 Students
Apr
May
0%
1% -3%
1%
1%
1%
1%
1%
1%
-2%
-4%
-7%
-8%
-9%
-9%
-10%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
187
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
32
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
188
ATTENDANCE
33 33
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
13
10
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
189
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
63 63
### ###
77 77
59 58
### ###
n < 25
49
70 69
62
###
47
82
58
###
79
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
59 59
44 50
51 55
58 59
53 46
55 53
50 49
55
55
53
64
50
57
49
57
58
68
63
48
63
190
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
308 Students
Apr
May
0% -1%
0% -1%
0% -1%
0%
0%
0% -3%
0% -3%
0% -4%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
191
KG-8th N/A 1351 Nicholson Street, NW (Online) Washington, DC 20011 703-483-7383 www.k12.com/capcs
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
192
ATTENDANCE
30 8
7 22
49
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
0 0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 12 10 0 n < 10 16 n < 10 0 n < 1021 n < 10 0 n < 10 16 n < 10 n < 10 n < 10 0 n < 10 1
This School < City Average * <
This School
0.00 0.16
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
193
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
61
### ###
n < 25
61
66
### ###
n < 25
49
69 67
55
###
47
54
60
###
62
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
55
46 46
51 47
52
47 49
50 42
57
49
53
49
53
45
49
47
47
48
194
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
120 Students
Apr
May
0% -3%
0%
1%
1%
1%
1%
1%
1%
-8%
-8%
-13%
-16%
-16%
-16%
-16%
december
january
february
march
april
may
Oct
Entry Withdrawal 3% -1%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
6% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
195
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
9
26
Special Education 26
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
196
ATTENDANCE
32
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
16 11 16
17
19
11
13
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
22 n < 1020 n < 10 9 n < 12 10 n < 10 n < 10 23 n < 10 23 11 n <10 10 n < 10 n < 10 n < 10
This School < City Average * <
32
2 n < 10 2 n < 10
23
24
0n < 10 1 34
2
2 n < 10 n < 10
This School
0.00 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
197
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
32 28
### ###
35 32
### ###
###
9 < 25 n 22 n < 25
###
8 < 25 n 18 n < 25
30
###
47
36
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
52 54
45 45
49 49
45 46
47 47
46 46
39
48
49
34
34 n < 25 43 n < 25
51
44
48
40
41
40
198
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
490 Students
Apr
May
1% -1%
2%
4%
7%
8%
9%
10%
11%
-3%
-3%
-6%
-7%
-8%
-9%
-11%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
199
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
6
22
Special Education 22
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
200
ATTENDANCE
56
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
4 0 0 0
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 n < 10
This School
0.00 0.01
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
201
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
105 Students
Apr
May
0% 0%
1% -1%
1% -1%
1%
2%
2%
2%
2%
-2%
-2%
-2%
-3%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
2% -3%
Dec
3% -3%
Jan
4% -4%
Feb
4% -5%
Mar
5% -6%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
202
DC Bilingual PCS
2012-13 Equity Report
What are Equity Reports? The Deputy Mayor for Education, the Office of the State Superintendent of Education (OSSE), DC Public Schools (DCPS), the DC Public Charter School Board (PCSB) and NewSchools Venture Fund have partnered to create the citys first Equity Reports. Equity Reports are a complement to OSSEs School Report Cards, DCPS School Scorecards and PCSBs Performance Management Framework.
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
66
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
203
DC Bilingual PCS
2012-13 Equity Report
ATTENDANCE
37 30
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
15 13
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.03
6 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
204
DC Bilingual PCS
2012-13 Equity Report
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
46 38 32
58
55 50 42
n < 25
49
63
56 57
45
###
55
59
56
###
52
61
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
43 42 49
53 50 43
48 46 47
67 64 62
64 58 50
65 61 58
50 49
65
61
53
58
44
50
46
46
52
66
56
61
55
61
205
DC Bilingual PCS
2012-13 Equity Report
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
339 Students
Apr
May
0% 0%
0% 0%
0% 0%
0% -1%
0% -1%
0% -1%
0% -1%
0% -1%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
206
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
2
7
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
207
ATTENDANCE
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
27
10
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n4< 10 n 5< 10 n < 10 n< 10 7 n < 10 n 5< 10 n < 10 7 n3 < 10 n < 10 n < 10
26 27
42
0 n < 10 n < 10
26
0 n < 10 n < 10
This School
0.46 0.02
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
208
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
### ###
59
### ###
n < 25
49
55
58
###
47
58
###
55
STUDENT GROWTH *
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
*School is not eligible for having a growth score due to grades served.
209
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
431 Students
Apr
May
0% 0%
0% -1%
0% -3%
0% -4%
0%
0%
0%
0%
-5%
-5%
-5%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -6%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
210
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
7
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
211
ATTENDANCE
46
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
24
12
6
7
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
16 n4< 10 17 n 5< 10 n < 10 n< 10 7 n < 10 16 n 5< 10 11 n < 10 1 9 n3 < 10 n < 10 n < 10
This School < City Average * <
43
0 n < 10 n < 10
This School
0.00 0.02
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
212
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
73 72
### ###
76 72
76 76
### ###
n < 25
49
68
75
###
47
75
77
###
67
STUDENT GROWTH *
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
*School is not eligible for having growth score due to grades served.
213
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
420 Students
Apr
May
0% 0%
0% -1%
0%
0%
0% -3%
0% -4%
0% -4%
0% -4%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -6%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
214
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
15
Special Education 15
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
215
ATTENDANCE
47
49
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
26
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 1020 n < 10 n < 10 n < 10 n < 10 n < 10 n< 10 8 n < 10 n < 10 n < 10
24 29 24
48 48
49 36
0 n < 10 1
0
This School
0.35 0.29
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
216
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
89 88
### ###
92 91
72 69
### ###
n < 25
49
79 77
n < 25 42 n < 25
62
###
n< 25 22 n < 25
70
26
###
30 n< 18 25 n < 25
89
###
47
91
72
###
79
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
67 66
72 71
70 68
50 49
70 68
62 65
67 64
65 65
50 49
65 65
60
71
65
n < 25 43 n < 25
65
59
47
53
n < 25 43 n < 25
53
67
72
69
49
69
62
66
64
48
64
217
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
287 Students
Apr
May
0% -1%
0%
0%
0% -3%
0%
0%
0%
0%
-2%
-2%
-6%
-7%
-8%
-9%
december
january
february
march
april
may
Oct
Entry Withdrawal 3% -1%
Nov
4% -2%
Dec
5% -3%
Jan
6% -4%
Feb
7% -5%
Mar
8% -5%
Apr
8% -6%
May
9% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
218
DC Scholars PCS
2012-13 Equity Report
What are Equity Reports? The Deputy Mayor for Education, the Office of the State Superintendent of Education (OSSE), DC Public Schools (DCPS), the DC Public Charter School Board (PCSB) and NewSchools Venture Fund have partnered to create the citys first Equity Reports. Equity Reports are a complement to OSSEs School Report Cards, DCPS School Scorecards and PCSBs Performance Management Framework.
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
9
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
219
DC Scholars PCS
2012-13 Equity Report
ATTENDANCE
16
23
46
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
26
22 20 14
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
5 n4< 10 5 n 5< 10 n < 10 0 n< 10 7 n < 10 5 n 5< 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.02
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
220
DC Scholars PCS
2012-13 Equity Report
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
221
DC Scholars PCS
2012-13 Equity Report
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
183 Students
Apr
May
5%
5%
5%
5%
5%
5%
5%
5%
-2%
-2%
-4%
-8%
-9%
-11%
-11%
-11%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -6%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
222
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
4
10
Special Education 10
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
223
ATTENDANCE
68
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
15
21
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
5 n < 10 12 n < 10 5 n < 10 14 16 n < 10 0 n3 < 10 12 n < 10 6 n < 11 10 3 n < 11 10 n < 10 0 n < 10 2
26
30
0 n < 10 2
0
0 n < 10 0 n < 10 1
31
This School
0.00 0.43
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
224
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
85 68 53 45 92 74 71 91
88 73
82 58 37 33
n < 25
49
83
60
95
75 73 66
83
81
71
77
83
68
80
92
89
85
96
###
n < 25
91
96
95
###
n < 25
92
96
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
57 46 43 38 69 50 47 58
58 50 44 44 69 51 50 65
58 48 43 41 69 51 49 62
n < 25
50
58
60 54 55 46
56 52 48 52 64 50 55 59
58 53 52 49 65 52 55 55
n < 25 n < 25
50 49
58
53
69
66 55 56 50
65
51
52
52
55
49
60
55 55
56
62
65
65
65
n < 25
59
65
65
60
62
n < 25
62
62
225
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
1165 Students
Apr
May
1% 0%
1% -1%
1% -1%
2% -1%
2% -1%
2%
2%
3%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
226
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
2
15
Special Education 15
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
227
ATTENDANCE
29
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
43
7
8 6
8
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
5 n 5< 10 5 n< 10 7 n < 10 4 n < 11 10 n < 10 6 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
228
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
5 5
### ###
21 21
### ###
n 16 < 25
49
###
47
21
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
25 24
34 34
29 29
50 49
40 39
40 40
40 40
25
33
29
49
40
40
40
229
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb
16% 1% -3% 2% 5% 10%
Total Enrollment
164 Students
Mar
18%
Apr
20%
May
24%
-5%
-5%
-7%
-9%
-10%
-11%
-12%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
230
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
3
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
231
ATTENDANCE
51
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
11
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 1021 0 n < 10 n < 10 0 n < 10 0 n3 < 10 0 n < 10 0 n <10 10 0 n< 10 9 n < 10 0 n < 10 2
This School < City Average * <
24 33 24
0 n < 10 0 n < 10 1
This School
0.00 0.54
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
232
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
58 47
### ###
75 64
74 60
### ###
n < 25
49
80 79
55
###
47
74
71
###
80
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
48 48
54 58
51 53
60 60
65 65
62 63
50 49
62 63
53
48
54
51
49
51
60
63
62
48
62
233
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
531 Students
Apr
May
0% 0%
0% 0%
0% 0%
0% -1%
0% -1%
0%
0%
1%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
234
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
2
25
Special Education 25
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
235
ATTENDANCE
17 18
19
32
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
18
17
35
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
17 n < 1020 17 n < 10 24 18 n < 12 10 n < 10 n < 10 17 n < 10 23 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
2 n < 10
1n < 10 n9 < 10
22
32
1 n < 10 2 n < 10
1
This School
0.00 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
236
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
21 17
### ###
30 28
### ###
18 n< 25
49
18 n< 25 42 n < 25
###
6 n< 25 22 n < 25
###
9 < 25 n 18 n < 25
22
###
47
30
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
32 34
40 40
35 37
44 46
34 34
40 40
24
58
40
40 n < 25 43 n < 25
39
30
34
34 n < 25 43 n < 25
30
40
34
44
34
39
237
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb
15%
Total Enrollment
504 Students
Mar
16%
Apr
17%
May
18%
3%
5%
6%
11%
-2%
-3%
-5%
-7%
-11%
-13%
-14%
-14%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
238
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
20
21
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
239
ATTENDANCE
54
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
28
2 1
2
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
7 n < 1020 7 n < 10 8 n <10 10 16 n < 10 n < 10 10 n < 10 3 n< 10 8 13 n< 10 7 n < 10 3 n < 10 1
This School < City Average * <
24 29 24
0n < 10 1 0n < 10 1
0
This School
0.00 0.29
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
240
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
66 61 45 29
n < 25 n < 25
64
59 50 27 23
n < 25
49
61
60
63 61
### ###
47
64
61 45
### ###
61
58
59
54
91
###
n < 25
91
93
94
###
n < 25
92
92
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
44 45 50 34
40 40 35 28
42 42 41 31
53 50 45 32
56 54 61 52
55 52 54 43
n < 25
50
55
52 n < 25 49 n < 25
53
54
43 n < 25 43 n < 25
44 50
43 39
43 44
43
49 52
51 53
52 65
51 60
48
51
55
44
60
47
51
49
n < 25
49
59
52
57
n < 25
57
62
241
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
395 Students
Apr
May
0% -1%
0%
0%
1%
1% -3%
1% -3%
1%
1%
-2%
-2%
-2%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 3% -1%
Nov
4% -2%
Dec
5% -3%
Jan
6% -4%
Feb
7% -5%
Mar
8% -5%
Apr
8% -6%
May
9% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
242
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
28
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
243
ATTENDANCE
51
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
26
5
3
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.02
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
244
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
### ###
### ###
n < 25
49
60
###
47
###
53
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
STUDENT GROWTH *
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
* School is not eligible for having a growth score due to grades served.
245
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
327 Students
Apr
May
0% 0%
0% -1%
0%
0%
0%
0%
0%
0%
-2%
-2%
-2%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -6%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
246
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
19
16
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
247
ATTENDANCE
39
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
22
17
10
13
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
24
25
26
29
21
2 n < 10 n < 10
28
29
This School
2.64 0.64
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
248
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
### ###
60 62
### ###
n < 25
49
57
### ###
47
56
59
### ###
57
68
52
54
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
48 44
47 47
48 42
49 52
48 41
48 55
249
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
227 Students
Apr
May
0% 0%
0% -3%
0% -3%
0% -3%
0% -4%
0%
0%
0%
-5%
-6%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -1%
Nov
9% -3%
Dec
10% -5%
Jan
12% -8%
Feb
14% -10%
Mar
15% -12%
Apr
17% -14%
May
18% -17%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
250
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
251
ATTENDANCE
66
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
11
9
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 2 0 n3 < 10 n < 10 n < 10 n < 10 0 n3 < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.01
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
252
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
125 Students
Apr
May
0%
0%
0%
0%
0%
0%
0%
0%
-2%
-5%
-5%
-7%
-8%
-9%
-9%
-10%
december
january
february
march
april
may
Oct
Entry Withdrawal 1% -2%
Nov
2% -3%
Dec
3% -4%
Jan
4% -5%
Feb
4% -5%
Mar
5% -6%
Apr
6% -7%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
253
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
254
ATTENDANCE
46
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
8
8
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
2 n4< 10 2 n 5< 10 n < 10 6 n< 10 7 n < 10 2 n 5< 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.02
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
255
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
### ###
67
### ###
54
###
47
67
###
53
STUDENT GROWTH *
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
*School is not eligible for having a growth score due to grades served.
256
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
640 Students
Apr
May
0% 0%
0% -1%
0%
0%
1% -3%
1%
1%
1%
-2%
-2%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -6%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
257
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
258
ATTENDANCE
26
23
46
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
26
19 18
8
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
1 n4< 10 1 n 5< 10 n < 10 4 n< 10 7 n < 10 1 n 5< 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.02
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
259
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
32
### ###
32
### ###
n < 25
49
54
32
###
45
47
32
###
55
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
STUDENT GROWTH*
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School <
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
*School is not eligible for having a growth score due to grades served.
260
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
248 Students
Apr
May
0% -1%
0% -1%
0% -1%
1%
1% -3%
1% -3%
1%
2%
-2%
-4%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -6%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
261
9th-11th 6 1700 East Capitol St. NE Washington, DC 20003 (202) 698-4500 http://www.easternhighschooldc.org
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
262
ATTENDANCE
32
33
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
20
11 11
17
10
20
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 23 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
26 34 26
41 43
39
4 n < 10 n < 10
37
This School
0.00 0.61
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
263
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
### ###
### ###
###
32 n< 25 22 n < 25
###
29 n< 18 25 n < 25
###
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
47 47
58 58
48
49
57
48
264
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb
12%
Total Enrollment
504 Students
Mar
14%
Apr
15%
May
17%
2% -1%
4%
4%
9%
-3%
-4%
-6%
-8%
-9%
-11%
-13%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -1%
Nov
9% -3%
Dec
10% -5%
Jan
12% -8%
Feb
14% -10%
Mar
15% -12%
Apr
17% -14%
May
18% -17%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
265
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
10
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
266
ATTENDANCE
62
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
3 0 0 0
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.04
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
267
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
84 72
### ###
85 67
85 83
### ###
n < 25
49
84 71
81
###
47
79
82
###
78
96
###
n < 25
91
92
98
###
n < 25
92
94
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
70
49 44
59 56
50 49
59
65
55 59
60 63
50 49
60 63
56
62
51
56
49
56
65
53
58
48
58
70
50
59
n < 25
59
59
79
58
68
n < 25
62
68
268
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
459 Students
Apr
May
0% 0%
0% 0%
0% 0%
2%
2%
2%
3%
3%
-2%
-2%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 0% -0%
Nov
0% -0%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
269
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
270
ATTENDANCE
46
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
39
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
26
32 32
30
35
38
2 n < 10 n < 10
31
31
This School
0.00 0.43
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
271
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
37 35
### ###
24 24
### ###
18
###
31 n< 25 22 n < 25
15
###
27 n< 18 25 n < 25
38
###
43
47
24
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
39 39
41 41
40 40
36 36
44 44
40 40
30
39
34
34 n < 25 43 n < 25
39
33
36
36 n < 25 43 n < 25
39
41
40
36
44
40
272
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
281 Students
Apr
May
0% 0%
1% -1%
3%
5%
6%
7%
7%
7%
-2%
-3%
-5%
-5%
-6%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
273
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
25
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
274
ATTENDANCE
62
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
17
22
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.05
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
275
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
62 62 56 35
71 69 63
60 57 42 35
n < 25
49
64
60 61
### ###
47
66
59
70 44
### ###
68
74
55
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
52 52 35
68 67
59 59 32
50 49
59 59
55 51 55
56 56
55 53 48
n < 25 n < 25
50 49
55
53
51
54 39
75 53
63 45
49
63
56 57
61 56
58 57
48
58 57
45
52
55
276
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
335 Students
Apr
May
0% 0%
0% -1%
0%
0%
0%
0%
0%
0%
-2%
-2%
-2%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
277
PK3-5th 8 2501 Martin Luther King Jr. Avenue, SE Washington, DC 20020 202-373-0097 www.excelpcs.org
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
278
ATTENDANCE
30 18 17 18 11
23
46
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
5 n 5< 10 5 n6 < 10 n < 10 17 n< 10 9 n < 10 5 n6 < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
279
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
63 59
### ###
59 59
53 51
### ###
63
###
47
59
53
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
39 39
56 56
39
49
56
48
280
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
515 Students
Apr
May
0% -1%
0% -1%
0%
1%
1%
1%
1%
1%
-2%
-2%
-4%
-5%
-5%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -6%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
281
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
282
ATTENDANCE
34 21
22
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
13
5
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
11 n <10 10 11 n < 10 13 n < 10 22 n < 10 19 n < 10 11 n < 10 13 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
2 n < 10 n < 10
This School
0.44 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
283
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
48 48
### ###
32 33
### ###
20
###
12 n < 25 22 n < 25
###
9 < 25 n 18 n < 25
48
###
45
47
32
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
56 57
54 54
55 55
50 49
55 55
44 45
46 46
45 45
51
31
40
40 n < 25 43 n < 25
30
41
36
36 n < 25 43 n < 25
56
54
55
49
55
44
46
45
45
48
284
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
683 Students
Apr
May
0% -1%
0%
0%
0% -3%
1%
1%
1%
1%
-2%
-2%
-4%
-5%
-5%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
285
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
286
ATTENDANCE
34 28
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
18 12
4
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
8 n <10 10 8 n < 10 13 n < 10 10 n < 10 19 n < 10 8 n < 10 13 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 1 n < 10
0
This School
0.13 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
287
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
54 52
### ###
56 56
41 39
### ###
12
###
26 n< 25 22 n < 25
10
###
54
###
47
56
41
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
67 67
54 54
60 60
50 49
60 60
51 52
51 51
51 51
59
42
50
50 n < 25 43 n < 25
56
50
53
n < 25 43 n < 25
53
66
54
60
49
60
51
51
51
48
51
288
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
760 Students
Apr
May
1% 0%
1% -1%
1% -1%
1% -1%
1%
1% -3%
1% -3%
1% -3%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
289
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
290
ATTENDANCE
27 24
32
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
17 16
17
11
13
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
21 n < 10 22 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
33
21
25
21
25
This School
1.73 0.55
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
291
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
53 52
### ###
41 42
### ###
18
###
12 n < 25 22 n < 25
11
###
n< 18 25 n < 25
53
###
41
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
63 61
42 42
53 51
n < 25
50
53
47 49
46 46
47 47
51 n < 25 49 n < 25
60
43
52
n < 25 43 n < 25
52
39
37
38
38 n < 25 43 n < 25
64
42
54
49
54
47
46
47
47
48
292
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
1040 Students
Apr
May
1% -1%
1%
1% -3%
1%
2%
2%
2%
2%
-2%
-5%
-5%
-7%
-7%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
293
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
294
ATTENDANCE
39 36
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
15
5
6 3
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
11 n 5< 10 11 n< 10 7 n < 10 n < 11 10 n < 10 11 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
33
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
295
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
49 50
### ###
31 31
### ###
36
###
26 n< 25 22 n < 25
11
###
6 n< 18 25 n < 25
48
###
47
50
31
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
64 64
63 63
64 63
50 49
64 63
56 56
55 55
56 55
50 49
56
55
67
71
n < 25 43 n < 25
71
54
58
n < 25 43 n < 25
58
64
63
63
49
63
56
56
56
48
56
296
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
551 Students
Apr
May
0% 0%
0% 0%
0% -1%
0% -1%
1% -1%
1% -1%
1%
1%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
297
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
298
ATTENDANCE
26 26
41
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
20 17
9
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
25
34 34
30
37
48
2 n < 10 n < 10
30
34
This School
1.08 0.52
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
299
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
51 50
### ###
34 33
### ###
11
###
10
###
11 n < 18 25 n < 25
50
###
47
48
34
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
56 56
42 42
49 49
45 44
43 43
44 43
42
31
36
36 n < 25 43 n < 25
35
40
37
37 n < 25 43 n < 25
55
42
49
49
49
45
43
44
44
48
300
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
369 Students
Apr
May
0% -1%
0%
0% -3%
0% -3%
0% -4%
0% -4%
0% -4%
0%
-2%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 5% -1%
Nov
7% -3%
Dec
8% -4%
Jan
9% -6%
Feb
11% -7%
Mar
12% -8%
Apr
13% -10%
May
13% -12%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
301
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
0
14
Special Education 14
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
302
ATTENDANCE
41 35
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
18 n <10 10 18 n < 10 13 n < 10 n < 10 19 n < 10 18 n < 10 13 15 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
38
0 n < 10 1 n < 10
0
This School
0.63 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
303
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
49 45
### ###
51 46
### ###
18
###
10
###
9 < 25 n 18 n < 25
49
###
47
50
52
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
48 51
46 46
47 48
57 58
44 44
51 50
36
50
43
43 n < 25 43 n < 25
40
56
48
48 n < 25 43 n < 25
48
47
48
48
49
56
43
50
48
50
304
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
477 Students
Apr
May
1% -1%
1% -1%
1%
1%
2%
2%
2%
4%
-2%
-2%
-4%
-5%
-5%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
305
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
306
ATTENDANCE
71
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
5 2 3 0
8
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
5 n 5< 10 6 n< 10 7 n < 10 6 n < 11 10 n < 10 5 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
307
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
12 11
### ###
9 9
### ###
n 16 < 25
49
12
###
47
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
46 46
63 63
54 55
50 49
54 55
45 47
37 37
41 42
46
63
54
49
54
45
37
41
41
48
308
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan
13%
Total Enrollment
245 Students
Feb
15%
Mar
16%
Apr
17%
May
18%
3% 0%
8%
9%
-2%
-4%
-6%
-9%
-9%
-10%
-11%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
309
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
15
20
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
310
ATTENDANCE
45
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
21
23
14
4
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
311
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
51 49
### ###
33 n < 25
45 39
### ###
47
###
47
43
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
59 66
21 21
43 43
41 41
34 34
38 37
66
45
45
49
46
39
312
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
228 Students
Apr
12%
May
13%
0% 0%
0% -1%
1% -1%
6%
9%
11%
-4%
-4%
-6%
-6%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
313
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
46
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
314
ATTENDANCE
52
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
20 8
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
315
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
29 26 29
33 n < 25
31 27 27
26 31
### ###
30 n < 25 47
32
59
### ###
34 n < 25
n < 25 n < 25 n < 25
30
41
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
42 42
44 44
43 43
42 40
54 54
48 47
53 36
35 55
45 45
45
49
42 41
43 58
42 49
42
48
45
52
49
55
316
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
388 Students
Apr
May
1% 0%
1% 0%
2% 0%
3% 0%
4%
4%
5%
6%
-1%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
317
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
318
ATTENDANCE
19 17
19
32
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
13 17
17
11
32
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
23 n < 1020 n < 10 n < 10 n < 10 n < 10 22 n < 10 23 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
24
25
23
32
2 n < 10 n < 10
This School
0.14 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
319
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
16 16
### ###
22 24
### ###
21 n< 25
49
21 n< 25 42 n < 25
###
9 < 25 n 22 n < 25
###
12 n < 18 25 n < 25
16
###
47
22
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
41 39
36 36
39 38
46 46
41 41
44 44
37
42
39
39 n < 25 43 n < 25
40
42
41
41 n < 25 43 n < 25
41
36
39
47
42
45
45
48
320
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
710 Students
Apr
May
12%
2% 0%
5%
6%
8%
9%
11%
11%
-1%
-2%
-4%
-5%
-7%
-9%
-13%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
321
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
4
12
Special Education 12
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
322
ATTENDANCE
42
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
0 0 0
2
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
23
26
0n < 10 1
1
30
30
1n < 10
22 38
0n < 10 1
35 2
4 n < 10
0 n < 10
1
29
31
1 n < 10
This School
0.00 0.43
19 n < 10 2
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
323
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
68 58
### ###
67
63 50
### ###
n < 25
49
62
58
29
###
25 n< 25 22 n < 25
24
###
25 n< 18 25 n < 25
64 66
### ###
47
60
59
57 63
### ###
57
71
52
69
89
###
n < 25
91
93
89
###
n < 25
81
92
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
46 43
40 38
43 40
48 48
50 46
49 47
43
45
44
44 n < 25 43 n < 25
42
42
42
42 n < 25 43 n < 25
45 42
38 38
42 40
n < 25
42
49
46 50
50 52
48 51
48
48 51
55
57
55
n < 25
55
59
46
44
n < 25
44
62
324
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
404 Students
Apr
May
0% 0%
0% 0%
0% -1%
2% -1%
2%
2%
3%
4%
-2%
-2%
-3%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
325
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
326
ATTENDANCE
50
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
6
6
21
0 0
2
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
26
39 37
3 n < 10
30
2 n < 10 n < 10
35
46
2 n < 10 n < 10
31
37
This School
0.00 0.43
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
327
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
29 27
### ###
23 23
### ###
30 n < 25
49
30 n < 25 42 n < 25
10
###
12 n < 25 22 n < 25
###
10 n < 18 25 n < 25
28
###
47
23
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
44 41
32 32
38 36
36 38
41 41
38 39
33
35
34
34 n < 25 43 n < 25
35
37
36
36 n < 25 43 n < 25
43
32
38
36
40
38
328
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb
12%
Total Enrollment
517 Students
Mar
14%
Apr
15%
May
15%
2% 0%
4%
6%
10%
-2%
-2%
-5%
-7%
-8%
-9%
-9%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
329
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
4
10
Special Education 10
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
330
ATTENDANCE
57
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
24
5
5
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
331
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
60 47
### ###
n < 25
67
63 41
### ###
n < 25
49
71
52
###
47
63
58
###
68
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
51
72
62
50
62
59
68
64
50
64
54
71
63
49
63
63
68
66
48
66
332
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
273 Students
Apr
May
0% -1%
0% -1%
1% -1%
2% -1%
3% -1%
3%
3%
4%
-2%
-2%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
333
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
334
ATTENDANCE
61
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
14
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n 5< 10 0 n< 10 7 n < 10 0 n < 11 10 n < 10 0 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
335
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
24 24
### ###
18 18
### ###
n 17 < 25
49
n 17 < 25 42 n < 25
###
7 n< 25 22 n < 25
14
###
4 n< 18 25 n < 25
24
###
47
18
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
75 86
27 27
44 46
38 44
45 45
43 45
75
28
45
45
49
38
46
43
43
48
336
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
339 Students
Apr
May
12%
1%
2%
3%
4%
6%
9%
10%
-2%
-3%
-4%
-6%
-7%
-8%
-8%
-9%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
337
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
9
8
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
338
ATTENDANCE
18
22
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
28
19 20 12
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
8 n< 10 7 9 n< 10 9 6 n < 10 2 n < 10 14 n < 10 8 n< 10 9 3 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
26
This School
0.00 0.05
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
339
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
46 42
### ###
52 46
### ###
46
###
52
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
59
27 27
44 44
47
29 29
39 36
59
26
43
43
49
47
29
39
340
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
392 Students
Apr
May
0% -1%
0%
0%
0% -3%
0% -3%
0% -3%
0% -4%
0% -4%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
341
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
2
10
Special Education 10
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
342
ATTENDANCE
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
23
10
2
3
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
8 n <10 10 9 n < 10 13 0 n3 < 10 10 n < 10 19 n < 10 9 n < 10 13 0 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
343
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
51 51
### ###
n < 25
54
45 40
### ###
52 n < 25 46 n < 25
28
###
n< 25 47 22 n < 25
14
###
36 n< 18 25 n < 25
49
###
47
55
45
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
49 49
46 46
48 48
58 55
48 48
53 52
n < 25
50
53
49
47
48
48
49
59
48
54
48
54
344
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
432 Students
Apr
May
0% 0%
0% -3%
0% -3%
1% -3%
1%
1%
1%
1%
-4%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
345
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
10
25
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
346
ATTENDANCE
29 20
32
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
14 18
17
11
14
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 1021 n < 10 n < 12 10 n < 10 n < 10 n < 10 n <10 10 n < 10 n < 10 n < 10
24 24
50 51 33 57
0n < 10 1
1
1n < 10
33
1 n < 10
This School
29
0.00 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
347
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
27 24
### ###
27 28
### ###
29
###
30
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
46 45
45 45
45 45
54 50
43 43
48 45
54
43
48
48
49
50
41
44
44
48
348
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
201 Students
Apr
May
0% 0%
0%
0%
2%
2%
2%
2%
2%
-2%
-5%
-6%
-10%
-12%
-12%
-12%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
349
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
19
Special Education 19
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
350
ATTENDANCE
43 39
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
5
6 3
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
5 n 5< 10 6 n< 10 7 n < 10 7 n < 11 10 n < 10 5 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
351
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
34 35
### ###
36 38
### ###
n <23 25
49
35
###
47
35
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
46 44
18 18
33 31
28 28
31 31
29 30
50 49
46
20
34
28
31
29
48
352
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
12%
Total Enrollment
238 Students
Apr
14%
May
17%
0% 0%
5%
6%
9%
11%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
353
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
3
4
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
354
ATTENDANCE
36 30
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
16
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 0 n < 11 10 n < 10 n < 10 n < 10
26
28 28
30
29
35
0 n < 10 2 n < 10
29
31
2 n < 10
This School
0.95 0.43
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
355
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
79 74
### ###
79 77
73 68
### ###
n < 25
49
73 69
78
###
47
79
73
###
74
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
40 40
44 41
42 40
48 48
45 44
46 46
40
45
42
42
49
52
46
49
48
49
356
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
316 Students
Apr
May
0% 0%
0% -1%
0% -1%
0% -1%
0%
0%
0% -3%
0% -3%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
357
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
9
9
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
358
ATTENDANCE
63
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
17 5
5 7
23
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.04
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
359
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
81 70
### ###
80 79
83 73
### ###
n < 25
49
77 77
74
###
47
70
76
###
72
87
###
n < 25
89
91
92
###
n < 25
84
92
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
68
75 68
72 68
50 49
72 68
72
66 76
69 77
50 49
69 77
62
75
69
49
69
69
61
64
48
64
360
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
332 Students
Apr
May
1% 0%
2% -1%
2%
4%
4%
5%
5%
5%
-2%
-4%
-4%
-5%
-5%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
361
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
9
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
362
ATTENDANCE
36
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
40
12
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
5 n <10 10 6 n < 10 13 n < 10 18 n < 10 19 n < 10 6 n < 10 13 0 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
363
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
38 32
### ###
44 40
### ###
38
###
47
49
44
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
33 33
58 58
43 47
49 50
60 66
53 59
50 49
53 59
33
58
43
43
49
49
60
53
48
53
364
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
280 Students
Apr
May
2% 0%
3%
3%
4%
5%
5%
5%
5%
-3%
-4%
-5%
-6%
-6%
-6%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
365
PK3-6th 8 3100 Martin Luther King Jr. Avenue, SE Washington, DC 20032 202-561-1622 www.imaginesoutheastpcs.org
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
366
ATTENDANCE
28 24
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
17 18
9
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
9 n< 10 9 9 n < 11 10 n < 10 13 n < 10 17 n < 10 9 n < 11 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.09
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
367
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
33 33
### ###
32 n < 25
37 37
### ###
n < 26 25
49
32 n < 25 46 n < 25
n < 26 25 42 n < 25
###
9 < 25 n 22 n < 25
###
9 < 25 n 18 n < 25
32
###
36
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
56 57
29 29
41 40
59 59
24 24
39 38
24
24
24 n < 25 43 n < 25
21
26
26 n < 25 43 n < 25
56
29
41
41
49
57
25
38
368
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
611 Students
Apr
May
0% 0%
1% -1%
1% -1%
1% -1%
1% -1%
1%
1%
1%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
6% -5%
Apr
6% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
369
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
370
ATTENDANCE
55
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
10
8
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
41
25
0 n < 10 n < 10
This School
0.49 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
371
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
###
65
###
49
57
###
47
56
###
STUDENT GROWTH *
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
372
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
207 Students
Apr
May
0% 0%
0% 0%
0% -1%
1% -1%
1% -1%
1% -1%
1% -1%
1%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -6%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
373
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
374
ATTENDANCE
26 26
37
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
19 13
12
13
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 23 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
26 27
35 35
34
47
2 n < 10 n < 10
35
This School
4.36 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
375
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
35 36
### ###
35 34
### ###
n < 25
49
61
35
###
47
51
35
###
61
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
38 40
55 55
45 47
37 40
66 66
50 52
38
55
45
45
49
37
66
50
48
50
376
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
298 Students
Apr
May
0% 0%
0% -3%
0%
0%
0%
0%
0%
0%
-5%
-8%
-11%
-13%
-15%
-16%
december
january
february
march
april
may
Oct
Entry Withdrawal 6% -2%
Nov
8% -3%
Dec
9% -4%
Jan
10% -6%
Feb
12% -8%
Mar
13% -9%
Apr
14% -11%
May
14% -13%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
377
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
2
12
Special Education 12
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
378
ATTENDANCE
61
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
22
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
379
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
39 38
### ###
64 64
46 46
### ###
39
###
47
63
46
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
23 16
70 70
47 46
35 31
48 48
42 41
23
70
48
48
49
36
48
42
42
48
380
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
408 Students
Apr
May
0% 0%
1% -1%
2%
2%
3%
3%
3%
4%
-2%
-3%
-4%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
381
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
4
6
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
382
ATTENDANCE
67
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
10
23
0 0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.04
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
383
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
89
###
93
93
###
49
94
###
n< 25 22 n < 25
61
###
n< 18 25 n < 25
64
63
###
47
73
75
###
83
93
###
n < 25
91
95
95
###
n < 25
92
96
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
54
56
55
50
55
79
60
70
50
70
58
59
58
n < 25
58
59
77
63
70
n < 25
62
70
384
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
599 Students
Apr
May
0% 0%
0% -1%
1% -1%
1% -1%
1% -1%
1% -1%
2%
2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 0% -0%
Nov
3% -2%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
385
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
2
16
Special Education 16
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
386
ATTENDANCE
44 28
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
4 4
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 n < 10 n < 10 n < 10 0 n3 < 10 n < 10 n < 10 n < 10 n < 10 n < 10
26
32 36
30
35
48
0 n < 10 2
0
0 n < 10
1
31
34
This School
0.00 0.43
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
387
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
48 40
### ###
63 63
42 32
### ###
###
n 17 < 25 22 n < 25
###
7 n< 18 25 n < 25
41
###
47
60
37
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
39 42
68 68
57 60
50 49
57 60
51 53
55 55
54 54
50 49
54 54
63
53
n < 25 43 n < 25
53
41
48
48 n < 25 43 n < 25
38
68
57
49
57
48
53
51
48
51
388
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
279 Students
Apr
May
1% 0%
2% -1%
4%
4%
4%
5%
6%
6%
-1%
-3%
-4%
-4%
-5%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
389
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
390
ATTENDANCE
46
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
33
1
2
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
26
55 54
1
30
35
64
4 n < 10 n < 10
31
53
1
This School
0.00 0.43
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
391
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
23 22
### ###
29 n < 25
18 18
### ###
30 n < 25
49
29 n < 25 46 n < 25
30 n < 25 42 n < 25
###
7 n< 25 22 n < 25
23
###
18
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
34 30
41 41
37 36
34 34
51 51
42 43
39
40
39
39 n < 25 43 n < 25
34
43
38
38 n < 25 43 n < 25
34
41
37
34
51
42
42
48
392
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb
13%
Total Enrollment
244 Students
Mar
14%
Apr
16%
May
18%
2% 0%
4%
6%
9%
-2%
-2%
-5%
-8%
-9%
-10%
-11%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
393
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
20
Special Education 20
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
394
ATTENDANCE
51
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
38
0 1
2
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
26
36 38
30
33
35
1 n < 10 2 n < 10
31
35
This School
0.00 0.43
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
395
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
38 40
### ###
24 25
### ###
13
###
28 n< 25 22 n < 25
###
18 n< 18 25 n < 25
38
###
47
52
24
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
58 58
65 65
62 62
50 49
62 62
51 54
62 62
57 58
50 49
57 58
49
52
50
50 n < 25 43 n < 25
43
56
49
49 n < 25 43 n < 25
57
64
61
49
61
51
62
56
48
56
396
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
353 Students
Apr
May
0% -1%
1% -3%
3%
5%
7%
7%
8%
10%
-4%
-4%
-5%
-6%
-6%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
397
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
398
ATTENDANCE
42 30
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
15
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n 5< 10 0 n< 10 7 n < 10 0 n < 11 10 n < 10 0 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
399
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
27 26
### ###
24 21
### ###
30 n < 25
49
27
###
24
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
40 38
34 34
37 36
44 40
45 45
45 42
40
33
36
44
44
44
44
48
400
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
260 Students
Apr
May
12%
2%
4%
5%
9%
9%
10%
10%
-3%
-5%
-5%
-8%
-8%
-8%
-8%
-10%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
401
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
10
7
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
402
ATTENDANCE
62
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
25
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.04
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
403
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
92
###
90
91
###
49
91
96
###
n < 25
91
95
97
###
n < 25
92
98
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
51
60
55
50
55
67
70
68
50
68
51
56
54
n < 25
54
59
63
70
67
n < 25
62
67
404
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
375 Students
30% 20%
Apr
May
9% 10% 0% -10% -20% -30% 0% -1% -1% -3% -3% -3% -3% 1% 1% 1% 2% 2% 2%
9%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
405
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
406
ATTENDANCE
60
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
3 0 1 1
3 6
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
1 n 5< 10 0 n< 10 7 n < 10 0 n < 11 10 n < 10 1 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
407
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
30 29
### ###
29 n < 25
27 27
### ###
29
###
47
27
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
56 55
40 40
48 47
53 49
62 62
57 56
50 49
57
56
55
37
47
47
49
53
62
57
48
57
408
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
289 Students
Apr
May
2% -1%
4%
5%
5%
7%
7%
9%
10%
-2%
-2%
-3%
-5%
-6%
-7%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
409
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
410
ATTENDANCE
58
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
13 7
8 6
23
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
6 n 5< 10 7 n< 10 7 n < 10 18 n < 11 10 n < 10 6 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
411
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
31 31
### ###
28 n < 25
27 26
### ###
31
###
47
27
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
33 34
23 23
28 28
50 49
25 25
37 37
31 32
31 n < 25
50
33
23
28
49
26
37
32
412
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
311 Students
Apr
May
2% -1%
2% -1%
2% -1%
4%
5%
6%
7%
9%
-3%
-5%
-6%
-6%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
413
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
0
18
Special Education 18
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
414
ATTENDANCE
47
49
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
33
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 22 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
29 30
27
32
41
0 n < 10 1 n < 10
27
29
This School
1.21 0.35
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
415
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
85 85
### ###
78 76
59 58
### ###
n < 25
49
58
n < 25 42 56 n < 25
58
###
23
###
n 17 < 18 25 n < 25
85
###
47
77
59
###
58
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
80 80
75 74
78 77
50 49
78 77
72 72
56 56
64 64
50 49
64 64
70
64
67
n < 25 43 n < 25
67
76
43
59
n < 25 43 n < 25
59
79
75
77
49
77
72
56
64
48
64
416
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
330 Students
Apr
May
0% -1%
0%
0%
0% -3%
0% -4%
1%
1%
1%
-2%
-2%
-5%
-5%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
5% -3%
Jan
6% -4%
Feb
7% -5%
Mar
8% -5%
Apr
9% -6%
May
9% -8%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
417
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
418
ATTENDANCE
55
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
26
11
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
24 n < 1021 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
23
24
28
33
0 n < 10 2 n < 10
23
24
This School
0.75 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
419
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
76 78
### ###
87 87
52 54
### ###
n < 25
49
68 67
76
###
47
87
52
###
67
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
53 52
55 54
54 53
50 49
54
45 46
46 47
45 46
53
53
54
54
49
54
45
47
46
46
48
420
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
399 Students
Apr
May
0% -1%
1% -1%
1%
1% -3%
1%
1%
1%
1%
-2%
-5%
-5%
-6%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
421
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
422
ATTENDANCE
42
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
36
12
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
4 n < 10 1 4 n < 10 2 n < 10 5 n < 10 2 n < 10 4 n < 10 2 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.01
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
423
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
305 Students
Apr
May
0% 0%
0% -1%
0% -1%
0%
0% -3%
0%
0%
0%
-2%
-5%
-5%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 1% -2%
Nov
2% -3%
Dec
3% -4%
Jan
3% -5%
Feb
4% -6%
Mar
4% -6%
Apr
5% -7%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
424
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
3
8
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
425
ATTENDANCE
50
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
27
8 4 0
8
10
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 n < 10
This School
0.00 0.01
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
426
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
308 Students
Apr
May
0% 0%
0% 0%
0% -1%
0%
0%
0%
0%
0% -3%
-2%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 1% -2%
Nov
2% -3%
Dec
3% -4%
Jan
3% -5%
Feb
4% -6%
Mar
4% -6%
Apr
5% -7%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
427
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
428
ATTENDANCE
48
50
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
40
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
11 n6 < 10 11 n< 10 8 n < 10 20 n <10 10 n < 10 10 n< 10 8 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.02
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
429
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
430
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
209 Students
Apr
May
0% 0%
0% -1%
0%
0%
1% -3%
1% -3%
1% -3%
1%
-2%
-2%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -1%
Nov
3% -2%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
6% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
431
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
432
ATTENDANCE
57
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
19 6
22
3
4
1
2
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 22 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
27 27
34 37
32
37
0 n < 10 1 n < 10
35
This School
0.61 0.35
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
433
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
78 75
### ###
86 86
67 63
### ###
n < 25
49
76 74
n < 25 42 n < 25
43
###
n< 25 22 n < 25
68
27
###
46 n< 18 25 n < 25
78
###
47
86
67
###
76
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
71 71
72 71
71 71
50 49
71 71
70 69
71 71
70 70
50 49
70 70
64
59
62
n < 25 43 n < 25
62
68
81
73
n < 25 43 n < 25
73
71
72
71
49
71
70
70
70
48
70
434
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
327 Students
Apr
May
0% 0%
0% -1%
0% -1%
0%
0% -3%
1%
1%
1%
-2%
-4%
-4%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
5% -3%
Jan
6% -4%
Feb
7% -5%
Mar
8% -5%
Apr
9% -6%
May
9% -8%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
435
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
3
6
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
436
ATTENDANCE
57
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
23
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
1 n 5< 10 0 n< 10 7 n < 10 n < 10 n < 10 0 n6 < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.93 0.02
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
437
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
107 Students
Apr
May
0% -1%
0% -1%
0% -1%
0%
0% -3%
0% -3%
0% -3%
0% -3%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 1% -2%
Nov
2% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
438
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
10
Special Education 10
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
439
ATTENDANCE
45
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
27
10
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
3 n < 10 1 4 n < 10 2 n < 10 10 n < 10 2 n < 10 4 n < 10 2 n < 10 0 n < 10 1 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
0 n < 10 n < 10
This School
0.00 0.01
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
440
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
302 Students
Apr
May
0% 0%
0% 0%
0% -1%
0% -1%
0% -1%
0% -1%
0% -1%
0%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 1% -2%
Nov
2% -3%
Dec
3% -4%
Jan
3% -5%
Feb
4% -6%
Mar
4% -6%
Apr
5% -7%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
441
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
442
ATTENDANCE
57
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
29
5
5
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
10 n< 10 7 10 n <10 10 n < 10 n < 10 13 n < 10 10 n <10 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
21
0 n < 10 n < 10
This School
0.24 0.04
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
443
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
28 23
### ###
63
52 46
### ###
n < 25
49
56
62
28
###
47
63
52
###
56
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
79 79
74 72
79
49
73
48
444
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
415 Students
Apr
May
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% -1%
0% -1%
0% -1%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -1%
Nov
3% -2%
Dec
3% -3%
Jan
4% -4%
Feb
5% -4%
Mar
6% -5%
Apr
6% -5%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
445
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
446
ATTENDANCE
54
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
25
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 1020 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n< 10 7 n < 10 n < 10
24 24
31 32
29
59
2 n < 10 n < 10
31
0 n < 10 1 n < 10
This School
33
1
1.78 0.29
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
447
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
67 66
### ###
78 77
55 52
### ###
n < 25
49
62
n < 25 42 59 n < 25
24
###
n< 25 48 22 n < 25
18
###
25 n< 18 25 n < 25
66
###
47
78
55
###
62
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
62 62
82 81
72 71
50 49
72 71
58 57
58 59
58 58
50 49
58 58
45
60
53
n < 25 43 n < 25
53
61
51
56
n < 25 43 n < 25
56
61
82
71
49
71
58
58
58
48
58
448
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
337 Students
Apr
May
0% -1%
0% -1%
0% -1%
0% -1%
0% -3%
1%
1%
1%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 3% -1%
Nov
4% -2%
Dec
5% -3%
Jan
6% -4%
Feb
7% -5%
Mar
8% -5%
Apr
8% -6%
May
9% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
449
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
450
ATTENDANCE
55
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
33
2
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
26
51 49
1
30
35
52
9 n < 10 n < 10
31
49
1
This School
0.00 0.43
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
451
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
25 25
### ###
32 n < 25
17 17
### ###
n <23 25
49
32 n < 25 46 n < 25
n <23 25 42 n < 25
###
9 < 25 n 22 n < 25
###
4 n< 18 25 n < 25
25
###
17
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
37 39
41 41
39 40
38 37
49 49
43 43
25
35
29
29 n < 25 43 n < 25
25
39
31
31 n < 25 43 n < 25
37
42
39
38
49
43
43
48
452
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
12%
Total Enrollment
277 Students
Apr
14%
May
15%
1% -1%
4%
6%
8%
11%
-3%
-3%
-8%
-8%
-9%
-11%
-12%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
453
PK4-5th 4 5701 Broad Branch Rd. NW Washington, DC 20015 (202) 282-0116 http://www.lafayettehsa.org/
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
2
6
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
454
ATTENDANCE
64
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
6
7
23
0 0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.04
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
455
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
91
###
92
90
###
49
90
82
###
47
77
70
###
67
93
###
n < 25
91
95
96
###
n < 25
92
96
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
50
54
52
63
49
56
50
56
50
46
46
49
59
56
48
56
50
56
53
n < 25
53
59
66
51
58
n < 25
58
62
456
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
689 Students
Apr
May
0% 0%
1% 0%
1% -1%
1% -1%
1%
1%
2%
3%
-2%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
457
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
5
11
Special Education 11
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
458
ATTENDANCE
40 35
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
11
2
3
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
10 n <10 10 11 n < 10 13 0 n3 < 10 n < 10 19 n < 10 10 n < 10 13 4 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
28
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
459
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
57 53
### ###
56 47
### ###
19
###
9 < 25 n 22 n < 25
15
###
22 n< 18 25 n < 25
57
###
42
47
56
###
53
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
30 30
33 33
31 32
31 n < 25
50
35 38
47 47
40 42
32 n < 25 49 n < 25
34
33
33 n < 25 43 n < 25
46
38
38 n < 25 43 n < 25
29
34
31
35
46
40
460
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
350 Students
Apr
May
0% -1%
1% -3%
2%
3%
4%
7%
9%
9%
-3%
-3%
-4%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
461
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
4
25
Special Education 25
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
462
ATTENDANCE
37 22
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
18 14
7
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n <10 10 n < 10 13 6 n3 < 10 n < 10 19 n < 10 n < 10 13 9 n4< 10 n < 10 n < 10 n < 10
25 28
0n < 10 1n < 10
0n < 10
1
28
1 n < 10 n < 10
26
1 n < 10
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
463
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
37 37
### ###
41 41
### ###
41
###
n< 25 43 22 n < 25
41
###
47 n< 18 25 n < 25
37
###
44
47
41
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
40 45
50 50
45 48
47 47
47 47
47 47
46
41
41 n < 25 43 n < 25
36
40
40 n < 25 43 n < 25
40
49
45
45
49
48
46
47
47
48
464
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
417 Students
Apr
May
0% 0%
2%
2%
6%
6%
8%
9%
9%
-2%
-4%
-5%
-5%
-6%
-7%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
465
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
22
18
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
466
ATTENDANCE
54
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
19 7
22
4
5
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
14 n <10 10 14 n < 10 13 2 n3 < 10 n < 10 19 n < 10 17 n < 10 13 4 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
28
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
467
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
18 14
### ###
31 n < 25
20 17
### ###
31 n < 25 46 n < 25
###
20 n< 25 22 n < 25
###
14 30
### ###
31 n < 25 47
20
59
### ###
34 n < 25 44
31 n < 25
n < 25 n < 25 n < 25
20
38 n < 25 52
n < 25 n < 25 n < 25
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
34 31
55 55
44 44
40 41
48 48
44 45
33
59
45
45 n < 25 43 n < 25
58
41
50
50 n < 25 43 n < 25
35
55
44
44
49
44
46
45
45
48
468
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb
15% 3% -1% 6% 7% 9%
Total Enrollment
288 Students
Mar
17%
Apr
19%
May
20%
-2%
-2%
-3%
-4%
-5%
-6%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
469
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
52
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
470
ATTENDANCE
56
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
20 10
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.03
2 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
471
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
63
###
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
71
70
###
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
49
76
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
80
72
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
50
72
67
64
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
50
64
472
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
273 Students
Apr
May
0% 0%
0% 0%
0% 0%
0% 0%
0% -1%
0% -1%
0% -1%
0% -1%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
473
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
25
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
474
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
11 n < 12 10 n < 10 n < 10 n < 10 n < 10 15 n < 10 16 4 n3 < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
5.88 0.35
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
475
PK3-5th 8 4201 M.L. King Ave. SW Washington, DC 20032 (202) 645-3330 http://dcps.dc.gov/DCPS/leckie
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
10
Special Education 10
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
476
ATTENDANCE
78
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
0 0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 n < 10
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
477
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
38 36
### ###
60 60
38 38
### ###
36
###
47
58
36
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
33 34
75 75
53 55
50 49
53
55
50 47
54 54
51 50
51 n < 25 50
50 n < 25 49 n < 25 n < 25 n < 25
34
73
51
49
51
50
56
53
48
53
478
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan
17% 3% 7% 9%
Total Enrollment
344 Students
Feb
19%
Mar
20%
24%
Apr
May
25%
-2%
-3%
-4%
-5%
-9%
-10%
-13%
-13%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
479
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
2
19
Special Education 19
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
480
ATTENDANCE
40 37
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
7
8 6
6
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 n < 10
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
481
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
60 64
### ###
64 64
61 62
### ###
n < 25
49
69 69
57
###
47
64
59
###
69
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
49 49
69 69
58 60
50 49
58 60
40 33
68 68
52 52
49
69
58
49
58
40
68
53
48
53
482
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
263 Students
Apr
May
1% -1%
3% -1%
4%
5%
8%
8%
9%
10%
-1%
-3%
-4%
-4%
-5%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
483
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
484
ATTENDANCE
15
23
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
26
22 22 15
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
7 n 5< 10 7 n< 10 7 n < 10 15 n < 11 10 n < 10 7 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
485
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
19 19
### ###
32 n < 25
15 15
### ###
17
###
14
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
37 36
55 55
45 45
42 45
66 66
52 55
55
37
55
44
44
49
41
66
52
48
52
486
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
220 Students
Apr
May
14%
4%
5%
7%
9%
10%
10%
11%
-5%
-7%
-8%
-9%
-10%
-12%
-13%
-13%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
487
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
10
Hispanic / Latino 12
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
488
ATTENDANCE
61
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
8
7
23
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.04
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
489
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
83
###
89
87
###
49
92
82
###
n < 25
91
93
86
###
n < 25
92
94
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
46
59
51
53
72
61
50
61
51
57
54
n < 25
54
59
53
71
61
n < 25
61
62
490
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
286 Students
Apr
May
0% 0%
1% -1%
1% -1%
2%
3%
4%
4%
5%
-2%
-2%
-3%
-3%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
491
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
58
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
492
ATTENDANCE
51
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
25
5
6
2
3
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
493
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
58 58 55
64 64
50 50 51
59
52 55
31
61
51
50
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
74 74 71
66 66 68
70 70 70
50 49 51
70 70 70
59 59 56
42 42 39
51 50 47
74
68
71
52
71
59
42
50
50
55
494
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
362 Students
Apr
May
0% 0%
1% -1%
2% -1%
4%
5%
5%
7%
8%
-2%
-2%
-2%
-3%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 0% -0%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
495
PK3-8th 5 1404 Jackson Street, NE Washington, DC 20017 202-459-4710 ext. 600 www.mmbethune.org
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
4
13
Special Education 13
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
496
ATTENDANCE
42
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
19 n <10 10 20 n < 10 13 7 n3 < 10 n < 10 19 n < 10 n < 10 13 7 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
40
21
This School
0.82 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
497
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
37 35
### ###
40 39
### ###
11
###
28 n< 25 22 n < 25
###
9 < 25 n 18 n < 25
37
###
47
50
40
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
55 55
56 56
56 56
50 49
56 56
47 47
51 51
49 49
58
56
57
49
57
47
50
49
48
49
498
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
366 Students
Apr
May
0% 0%
0% -1%
1%
1%
1%
1% -3%
1% -3%
1% -3%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
499
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
6
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
500
ATTENDANCE
64
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
5
8
23
0 0
3
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 n < 10
This School
0.00 0.03
1 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
501
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
45 39
### ###
64
38 29
### ###
n < 25
49
66
54
40
###
47
47
32
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
27 23
43
35 32
52 49
60
56 56
50 49
56 56
25
43
33
46
64
55
48
55
502
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
317 Students
Apr
May
1% 0%
1% 0%
1% -1%
1% -1%
1% -1%
1% -1%
1% -1%
2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
503
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
504
ATTENDANCE
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
19 27
17
11
32
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 1021 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
24 33 24
41 41
1
48
10 n < 10 n < 10
40
1
This School
4.05 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
505
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
19 18
### ###
10 7
### ###
n <22 25
49
n < 25 n < 25
19
###
47
10
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
36 34
40 40
38 37
51 49
60 60
55 54
50 49
55
54
36
40
38
51
60
55
48
55
506
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
298 Students
Apr
May
0% -1%
1%
1%
2%
2%
2%
3%
3%
-9%
-13%
-15%
-16%
-18%
-18%
-19%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
507
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
32
Special Education 32
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
508
ATTENDANCE
28 23
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
18 18 10
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
26
40 40
1
30
35
48
9 n < 10 n < 10
31
39
1
This School
2.04 0.43
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
509
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
28 29
### ###
29 28
### ###
###
11 n < 25 22 n < 25
28
###
29
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
34 34
44 44
39 39
44 44
47 47
45 45
23
52
38
38 n < 25 43 n < 25
42
37
40
40 n < 25 43 n < 25
34
44
38
44
46
45
45
48
510
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
196 Students
Apr
May
1%
3%
6%
6%
7%
7%
7%
7%
-2%
-3%
-3%
-7%
-8%
-8%
-8%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
511
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
512
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
11 n < 10 2 11 n4< 10 n < 10 n < 10 n < 10 11 n3 < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
2.47 0.24
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
513
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
2
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
514
ATTENDANCE
57
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
32
11
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
7 n < 1021 9 n < 10 n < 10 0 n < 10 n < 10 8 n < 10 0 n <10 10 0 n< 10 9 n < 10 n < 10
This School < City Average * <
24 33 24
This School
0.00 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
515
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
92 89
### ###
91 90
91 90
### ###
n < 25
49
82 81
94
###
47
91
90
###
82
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
76 74
79 76
77 75
50 49
77
75
60 57
48 46
54 51
n < 25
50
54
76
79
77
49
77
59
49
53
48
53
516
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
697 Students
Apr
May
0% 0%
0% -1%
0% -1%
0%
0%
0%
0%
0% -3%
-2%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 0% -0%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
517
Meridian PCS
2012-13 Equity Report
What are Equity Reports? The Deputy Mayor for Education, the Office of the State Superintendent of Education (OSSE), DC Public Schools (DCPS), the DC Public Charter School Board (PCSB) and NewSchools Venture Fund have partnered to create the citys first Equity Reports. Equity Reports are a complement to OSSEs School Report Cards, DCPS School Scorecards and PCSBs Performance Management Framework.
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
33
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
518
Meridian PCS
2012-13 Equity Report
ATTENDANCE
40 28
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
11
5
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
7 n <10 10 7 n < 10 13 3 n3 < 10 21 n < 10 19 n < 10 9 n < 10 13 3 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
519
Meridian PCS
2012-13 Equity Report
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
54 54 41
57 57 59
46 45 33
n < 25
49
57
46 65
### ###
47
50
59
42
### ###
56
69
53
52
60
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
51 50
60 60
56 56
50 49
56 56
50 50
56 56
53 54
50 49
53 54
57
44
44 n < 25 43 n < 25
57
44
44 n < 25 43 n < 25
50 66
55 65
53 65
49
53 65
35 55
56 60
47 57
47
48 55
52
57
520
Meridian PCS
2012-13 Equity Report
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
567 Students
Apr
May
0% 0%
0% -1%
0% -1%
0% -1%
0% -1%
1% -1%
1%
1%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
521
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
14
Special Education 14
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
522
ATTENDANCE
45
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
29
6
6
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
6 n 5< 10 6 n< 10 7 n < 10 9 n < 11 10 n < 10 6 n< 10 7 9 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
523
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
35 35
### ###
32 26
### ###
n < 26 25
49
n < 26 25 42 n < 25
###
7 n< 25 22 n < 25
###
4 n< 18 25 n < 25
34
###
47
31
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
54 55
27 27
39 39
51 50
32 32
41 40
54
26
39
51
32
41
41
48
524
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
475 Students
Apr
May
1% 0%
3% -1%
3%
5%
6%
8%
9%
10%
-2%
-5%
-6%
-7%
-8%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
525
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
526
ATTENDANCE
39
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
40
11
5
6 3
4
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
9 n 5< 10 8 n< 10 7 n < 10 n < 11 10 n < 10 8 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
24
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
527
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
21 20
### ###
19 18
### ###
n 15 < 25
49
21
###
47
19
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
36 36
25 25
30 30
50 49
32 32
26 26
29 29
50 49
36
25
30
49
32
26
29
48
528
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
335 Students
Apr
May
2% -1%
4%
4%
7%
9%
10%
10%
11%
-2%
-4%
-4%
-5%
-6%
-6%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
529
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
27
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
530
ATTENDANCE
57
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
<1 n < 10 2 0 n3 < 10 0 n < 10 1 0 n4< 10 n < 10 2 n3 < 10 0 n < 10 1 0 n < 10 2 n < 10
0
This School
0.00 0.01
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
531
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
237 Students
Apr
May
0% 0%
0% -1%
0% -3%
0% -3%
0% -4%
0%
0%
0%
-5%
-5%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 1% -2%
Nov
2% -3%
Dec
3% -4%
Jan
4% -5%
Feb
4% -5%
Mar
5% -6%
Apr
6% -7%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
532
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
9
7
Level 4 34
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
533
ATTENDANCE
55
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
0 0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.04
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
534
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
81 58
### ###
n < 25
80
85 55
### ###
n < 25
49
82
57
###
47
61
67
###
63
87
###
n < 25
87
91
92
###
n < 25
90
92
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
45
69
57
50
57
68
59
63
50
63
34
37
35
49
39
44
44
48
55
75
65
n < 25
59
65
72
61
66
n < 25
62
66
535
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
572 Students
Apr
May
1% 0%
1% 0%
2% -1%
2% -1%
2% -1%
2% -1%
3%
4%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
536
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
2
7
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
537
ATTENDANCE
31 28
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
15 17
5
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
15 n 5< 10 16 n< 10 7 n < 10 n < 11 10 n < 10 16 n< 10 7 0 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
24
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
538
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
29 29
### ###
56 56
23 23
### ###
27
###
47
54
21
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
29 29
51 51
41 41
37 38
48 48
43 43
29
51
41
41
49
37
48
42
42
48
539
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
335 Students
Apr
May
1% -1%
3% -1%
4%
6%
8%
8%
10%
11%
-1%
-2%
-4%
-4%
-5%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
540
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
541
ATTENDANCE
27 19
32
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
11
10
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 1021 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
24 33 24
43 43
51
0 n < 10 2 n < 10
44
This School
3.90 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
542
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
40 43
### ###
53 57
### ###
41
###
47
54
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
68 67
44 46
55 55
50 49
55 55
61 58
66 66
63 63
50 49
63 63
68
44
55
49
55
61
66
63
48
63
543
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
310 Students
Apr
May
0% -1%
0% -3%
0%
0%
0%
0%
0%
0%
-7%
-10%
-14%
-15%
-15%
-15%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
544
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
4
13
Special Education 13
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
545
ATTENDANCE
59
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
0 0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
5 n <10 10 5 n < 10 13 0 n3 < 10 6 n < 10 19 n < 10 5 n < 10 13 0 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
546
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
33 31
### ###
30 n < 25
32 30
### ###
30 n < 25
49
33
###
31
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
42 41
35 35
39 38
46 47
45 45
46 46
42
35
39
46
44
45
45
48
547
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
282 Students
Apr
May
12%
1% 0%
2%
3%
5%
7%
7%
10%
-2%
-3%
-3%
-4%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
548
Options PCS
2012-13 Equity Report
What are Equity Reports? The Deputy Mayor for Education, the Office of the State Superintendent of Education (OSSE), DC Public Schools (DCPS), the DC Public Charter School Board (PCSB) and NewSchools Venture Fund have partnered to create the citys first Equity Reports. Equity Reports are a complement to OSSEs School Report Cards, DCPS School Scorecards and PCSBs Performance Management Framework.
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
Level 4 84
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
549
Options PCS
2012-13 Equity Report
ATTENDANCE
26 24 25
39
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
11
12
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
19 n < 10 23 19 n < 10 27 n < 10 20 n < 10 n < 10 19 n < 10 27 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
34
0n < 10 1 0n < 10 1 n < 10 0 n < 10 2 n < 10 0 n < 10 1 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.49
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
550
Options PCS
2012-13 Equity Report
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
7 7
### ###
5 6
### ###
n 16 < 25
49
n 16 < 25 42 n < 25
###
###
###
47
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
45 46
48 48
47 47
45 45
51 51
48 49
45
49
47
47 n < 25 43 n < 25
44
48
46
46 n < 25 43 n < 25
45
48
47
47
49
45
51
48
48
48
551
Options PCS
2012-13 Equity Report
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
415 Students
Apr
May
0% 0%
0% -3%
0% -3%
0%
1%
3%
3%
4%
-5%
-6%
-8%
-10%
-11%
december
january
february
march
april
may
Oct
Entry Withdrawal 6% -2%
Nov
7% -3%
Dec
8% -4%
Jan
10% -6%
Feb
11% -7%
Mar
12% -8%
Apr
13% -10%
May
13% -12%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
552
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
553
ATTENDANCE
43 27
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
11
6
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
11 n 5< 10 12 n< 10 7 n < 10 20 n < 11 10 n < 10 11 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
554
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
20 20
### ###
29 n < 25
29 28
### ###
19
###
27
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
35 35
55 55
46 46
47 47
52 52
50 50
34
55
45
45
49
47
51
49
48
49
555
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
346 Students
Apr
May
1% 0%
1%
1% -3%
4%
4%
4%
4%
5%
-2%
-5%
-7%
-7%
-8%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
556
PK4-8th 3 2801 Calvert St. NW and 2020 19th St. NW Washington, DC 20008 (202) 671-6130 www.oysteradamsbilingual.org
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
16
12
Hispanic / Latino 60
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
557
ATTENDANCE
66
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
9
7
22
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
3 n < 11 10 6 n < 10 14 4 n3 < 10 5 n < 1020 0 n < 10 2 5 n < 10 14 4 n4< 10 0 n4< 10 n < 10 0 n < 10 1
This School < City Average * <
This School
0.00 0.14
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
558
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
82 76 67 53
84 68
83 72 64 61
n < 25
49
82 67
59 63
54 65
56 80
### ###
47 59
72
78 78
### ###
81
79
75
94
###
n < 25
91
100
99
###
n < 25
92
100
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
55 52 46 39
49 44 50 54
52 48 48 48
66 57
54 50 33
60 53 39 61
n < 25 n < 25
50 49
60
53
55
66
49 53
46 47
48 50
48
49
70 64
56 46
63 54
48
63
50
52
54
55
55
55
55
n < 25
55
59
73
67
70
n < 25
62
70
559
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
668 Students
Apr
May
0% 0%
0% 0%
1% 0%
1% 0%
1% 0%
2% 0%
2% 0%
3% 0%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -1%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
6% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
560
PK3-5th 8 4399 South Capitol Terr. SW Washington, DC 20032 (202) 939-5280 www.dcps.dc.gov/DCPS/patterson
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
561
ATTENDANCE
73
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
3 0 0
0 6
23
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
8 n 5< 10 8 n< 10 7 n < 10 6 n < 11 10 n < 10 8 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
562
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
18 19
### ###
28 31
### ###
n 15 < 25
49
n 15 < 25 42 n < 25
15
###
27 n< 25 22 n < 25
18
###
18 n< 18 25 n < 25
19
###
47
27
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
39 38
40 40
39 39
43 48
34 34
39 41
39
40
39
43
34
39
563
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan
12%
Total Enrollment
330 Students
Feb
13%
Mar
14%
Apr
16%
May
17%
3% 0%
7%
8%
-2%
-3%
-4%
-5%
-7%
-8%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
564
Paul PCS
2012-13 Equity Report
What are Equity Reports? The Deputy Mayor for Education, the Office of the State Superintendent of Education (OSSE), DC Public Schools (DCPS), the DC Public Charter School Board (PCSB) and NewSchools Venture Fund have partnered to create the citys first Equity Reports. Equity Reports are a complement to OSSEs School Report Cards, DCPS School Scorecards and PCSBs Performance Management Framework.
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
6
9
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
565
Paul PCS
2012-13 Equity Report
ATTENDANCE
58
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
25
0 0 1
6
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 n < 10 6 n < 10 15 n < 10 n < 10 n < 10 10 n < 12 10 n < 10 n < 10 n < 10
24
26
1n < 10 1n < 10 2
24
31
0n < 10 1 27
38
0 n < 10 2 n < 10
25
31
1 n < 10 2
0
This School
0.18 0.55
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
566
Paul PCS
2012-13 Equity Report
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
68 68
### ###
81 78
60 58
### ###
n < 25
49
61
n < 25 42 59 n < 25
23
###
n< 25 22 n < 25
57
10
###
35 n< 18 25 n < 25
69 67
###
47
82
62 48
###
62
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
50 50
58 55
54 52
n < 25
50
54
54 54
51 51
53 53
50 49
53 53
52 n < 25 49 n < 25
44
81
63
n < 25 43 n < 25
63
47
57
52
n < 25 43 n < 25
52
50 48
57
53 52
49
53
54 58
50
52 59
48
52
55
52
52
59
567
Paul PCS
2012-13 Equity Report
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
556 Students
Apr
May
1% -1%
1% -1%
2%
3%
3%
3%
3%
3%
-2%
-3%
-4%
-5%
-5%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 5% -1%
Nov
6% -3%
Dec
7% -4%
Jan
9% -5%
Feb
10% -7%
Mar
11% -8%
Apr
12% -9%
May
13% -12%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
568
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
569
ATTENDANCE
37 29
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
16 12
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
6 n 5< 10 7 n< 10 7 n < 10 13 n < 11 10 n < 10 6 n< 10 7 9 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
570
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
46 46
### ###
31 n < 25
41 41
### ###
46
###
38
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
66 66
24 24
45 42
63 67
39 39
51 51
66
23
43
43
49
63
39
50
48
50
571
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
14%
Total Enrollment
245 Students
Apr
15%
May
16%
3%
5%
6%
8%
11%
-2%
-3%
-4%
-4%
-4%
-5%
-7%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
572
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
7
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
573
ATTENDANCE
53
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
26
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 1 0 n < 10 2 n < 10 0 n < 10 2 n < 10 0 n < 10 2 n < 10 0 n < 10 1 n < 10 0 n < 10 1
This School < City Average * <
0 n < 10 n < 10
0 n < 10 n < 10
This School
0 n < 10 n < 10
0.00 0.01
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
574
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
230 Students
Apr
May
0% 0%
0% 0%
0% 0%
1%
1% -3%
1%
2%
4%
-2%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 1% -2%
Nov
2% -3%
Dec
3% -4%
Jan
3% -5%
Feb
4% -6%
Mar
4% -6%
Apr
5% -7%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
575
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
0
15
Special Education 15
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
576
ATTENDANCE
18 18 16 17 23
22
43
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 13 n < 10 15 n < 10 n < 10 23 0 n < 10 2 n < 10 16 9 n 5< 10 n < 10 n < 10 n < 10
32 31
1n < 10
0n < 10 1 n < 10 43
1
1 n < 10
0 n < 10
1
32
1 n < 10
This School
0.00 0.22
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
577
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
40 39
### ###
36 36
### ###
11
###
10 n < 25 22 n < 25
###
9 < 25 n 18 n < 25
39
###
46
47
36
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
56 57
53 53
54 55
50 49
54
55
48 48
47 45
47 47
43
48
46
46 n < 25 43 n < 25
51
28
39
39 n < 25 43 n < 25
54
53
54
49
54
48
47
47
47
48
578
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
950 Students
Apr
May
0% -1%
1%
1% -3%
1%
1%
1%
1%
1%
-2%
-4%
-5%
-6%
-6%
-6%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -2%
Nov
5% -3%
Dec
5% -4%
Jan
6% -5%
Feb
7% -6%
Mar
8% -7%
Apr
9% -8%
May
9% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
579
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
2
12
Special Education 12
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
580
ATTENDANCE
33
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
25
16 17
17
11
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
14 n < 1021 15 n < 10 24 n < 10 n < 10 n < 10 14 n < 10 24 n <10 10 n < 10 n < 10 n < 10
This School < City Average * <
25
33
0 n < 10 2 n < 10
1
1 n < 10
This School
25
0.00 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
581
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
47 49
### ###
58 55
### ###
49
###
45
47
59
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
39 48
60 60
48 54
53 57
49 59
51 58
54
58
41
60
49
49
49
52
49
51
48
51
582
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
340 Students
Apr
May
1% -1%
1% -3%
1%
1%
1%
1%
1%
1%
-4%
-5%
-7%
-7%
-8%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
583
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
5
15
Special Education 15
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
584
ATTENDANCE
42 41
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
4 n 5< 10 5 n< 10 7 0 n < 10 1 13 n < 11 10 n < 10 5 n< 10 7 0 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
585
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
56 57
### ###
45 45
### ###
55
###
45
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
57 57
37 37
46 46
64 64
31 31
46 46
57
41
48
48
49
64
32
47
47
48
586
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
263 Students
Apr
13%
May
15%
0% 0%
1%
2%
6%
8%
11%
-2%
-2%
-3%
-4%
-7%
-8%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
587
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
588
ATTENDANCE
40 27
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
14
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
13 n< 10 9 13 n < 11 10 n < 10 n < 10 17 n < 10 13 n < 11 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
26
0 n < 10 n < 10
This School
0.00 0.09
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
589
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
51
### ###
50
### ###
51
###
47
49
50
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
48
35 35
40 35
49
36 36
41 35
47
35
40
46
37
41
41
48
590
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
397 Students
Apr
May
0% 0%
0% -3%
1%
1%
1%
1%
1%
1%
-6%
-8%
-8%
-9%
-9%
-9%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
6% -5%
Apr
6% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
591
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
66
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
592
ATTENDANCE
60
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
15
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
4 n 5< 10 4 n< 10 7 3 n < 10 1 12 n < 11 10 n < 10 7 n< 10 7 4 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
593
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
51 48 45
63 63
37 36 33
61
49
###
59
65
36
###
45
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
55 55
57 57 59
56 56 55
50 49
56 56
55 57
49 49
51 51
51
55
59
58
52
58
49
52
52
55
594
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
391 Students
Apr
May
1% -1%
1% -3%
1%
4%
5%
5%
7%
8%
-4%
-6%
-7%
-7%
-7%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
595
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
596
ATTENDANCE
56
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
29
4 4 0
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
3 n 5< 10 3 n< 10 7 n < 10 2 n < 11 10 n < 10 3 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
597
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
35 37
### ###
28 n < 25
40 40
### ###
35
###
47
40
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
53 56
52 52
53 53
50 49
53 53
53 51
51 51
52 51
53
52
53
49
53
53
51
52
48
52
598
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
358 Students
Apr
May
1% -1%
3%
4%
5%
6%
7%
10%
11%
-2%
-3%
-5%
-6%
-6%
-8%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
599
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
37
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
600
ATTENDANCE
58
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
20
22
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n <10 10 1 n < 10 13 0 n3 < 10 2 n < 10 19 n < 10 1 n < 10 13 0 n4< 10 n < 10 n < 10 0 n < 10 1
This School < City Average * <
This School
0.00 0.13
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
601
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
42 43 33 3
40 42 25
35 48
### ###
n < 25
44
47 59
40 40
### ###
38 n < 25
n < 25 n < 25 n < 25
42
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
41 39 39
50 50
45 45 43
48 47
61 61
54 54
50 49
54 54
39 41
47 54
43 47
43
49 52
41 53
60 61
50 57
48
50
55
47
57
602
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
451 Students
Apr
May
0% 0%
0%
1%
1%
2%
3%
4%
6%
-2%
-2%
-2%
-3%
-3%
-3%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
603
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
18
Special Education 18
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
604
ATTENDANCE
34 22
38
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
15 13
13
14
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
23
26
23
30
This School
0.00 0.62
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
605
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
33 38
### ###
23 27
### ###
31
###
47
21
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
32 32
31 33
31 n < 25
50
57 57
53 54
50 49
53 54
32
31
56
53
48
53
606
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
202 Students
Apr
May
1%
3%
4%
4%
5%
6%
6%
6%
-2%
-3%
-3%
-5%
-6%
-7%
-7%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 6% -1%
Nov
8% -3%
Dec
9% -5%
Jan
11% -7%
Feb
13% -9%
Mar
14% -10%
Apr
15% -12%
May
16% -15%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
607
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
21
33
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
608
ATTENDANCE
19 18
19
32
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
18
11
14
17
30
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 1020 n < 10 n < 12 10 n < 10 n < 10 n < 10 23 19 n <10 10 n < 10 n < 10 n < 10
24
33 30
22 36
32
33
2 n < 10
This School
0.00 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
609
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
18 17
### ###
15 17
### ###
21 n< 25
49
21 n< 25 42 n < 25
###
8 < 25 n 22 n < 25
###
10 n < 18 25 n < 25
18 16
### ###
21 n < 25
47 59
18 6
### ###
20 n < 25 44
16 n < 25
n < 25 n < 25 n < 25
25 n < 25
n < 25 n < 25 n < 25
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
36 35
32 32
34 33
19 29
33 33
26 31
n < 26 25
50
32
32
32 n < 25 43 n < 25
37
30
33
20
32
26
48
610
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan
15%
Total Enrollment
473 Students
Feb
18%
Mar
20%
Apr
22%
May
23%
5%
8%
11%
-1%
-2%
-4%
-8%
-10%
-12%
-14%
-17%
december
january
february
march
april
may
Oct
Entry Withdrawal 8% -2%
Nov
10% -4%
Dec
11% -5%
Jan
12% -7%
Feb
14% -9%
Mar
15% -11%
Apr
16% -12%
May
17% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
611
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
7
2
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
612
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.24
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
613
Roots PCS
2012-13 Equity Report
What are Equity Reports? The Deputy Mayor for Education, the Office of the State Superintendent of Education (OSSE), DC Public Schools (DCPS), the DC Public Charter School Board (PCSB) and NewSchools Venture Fund have partnered to create the citys first Equity Reports. Equity Reports are a complement to OSSEs School Report Cards, DCPS School Scorecards and PCSBs Performance Management Framework.
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
614
Roots PCS
2012-13 Equity Report
ATTENDANCE
26
22
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
0 0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n <10 10 0 n < 10 13 n < 10 n < 10 n < 10 0 n < 10 13 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
615
Roots PCS
2012-13 Equity Report
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
48 44
### ###
n < 25
55
70 69
### ###
n < 25
49
65
48
###
47
55
70
###
65
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
43 38
43 40
45 43
45 44
43
43
43
49
45
45
45
48
616
Roots PCS
2012-13 Equity Report
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
120 Students
Apr
May
0% 0%
0% 0%
0%
0% -3%
0% -4%
0% -4%
0%
0%
-2%
-8%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
6% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
617
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
18
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
618
ATTENDANCE
61
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
10 3 0 0
8
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.03
1 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
619
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
73
###
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
79
65
###
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
49
83
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
76
77
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
50
77
40
55
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
50
55
620
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
154 Students
Apr
May
0% 0%
0% -1%
0%
2%
2%
3%
5%
5%
-2%
-3%
-3%
-3%
-3%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 0% -0%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
621
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
12
Special Education 12
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
622
ATTENDANCE
70
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
24
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
5 n 5< 10 4 n< 10 7 n < 10 9 n < 11 10 n < 10 4 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
623
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
16 15
### ###
19 20
### ###
n < 27 25
49
n < 27 25 42 n < 25
###
7 n< 25 22 n < 25
16
###
19
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
36 36
41 41
39 39
39 39
50 50
45 45
36
41
39
39
49
44
44
48
624
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
387 Students
Apr
14%
May
14%
3% -1%
6%
9%
10%
11%
11%
-2%
-3%
-4%
-6%
-7%
-9%
-9%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
625
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
13
12
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
626
ATTENDANCE
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
30
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
4 n <10 10 5 n < 10 13 0 n3 < 10 12 n < 10 19 0 n < 10 2 7 n < 10 13 0 n4< 10 n < 10 n < 10 0 n < 10 1
This School < City Average * <
This School
0.00 0.13
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
627
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
50 40
### ###
52 44
### ###
n < 25
49
57
52
###
45
47
55
###
56
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
44 44
44 42
44 43
44 42
59 59
51 50
44
44
44
44
49
47
58
52
48
52
628
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
224 Students
Apr
May
12%
2% 0%
2% 0%
3%
4%
6%
8%
10%
-3%
-4%
-6%
-6%
-7%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
629
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
1
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
630
ATTENDANCE
60
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
11
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
3 n < 1021 4 n < 10 n < 10 n < 10 11 n3 < 10 3 n < 10 2 n <10 10 10 n< 10 9 n < 10 2 n < 10 2
This School < City Average * <
24 24
0 n < 10 0 n < 10 1
This School
0.00 0.54
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
631
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
98
### ###
97 96
98
### ###
n < 25
49
99 100
96
###
47
97
98
###
99
100
###
n < 25
91
98
100
###
n < 25
92
100
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
58
56 57
57 53
50 49
57
66
64 62
65 55
50 49
65
53
55
52
51
51
49
51
66
67
67
48
67
63
59
61
n < 25
59
61
66
64
65
n < 25
62
65
632
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
548 Students
Apr
May
0% 0%
0% 0%
1% -1%
2% -1%
2% -1%
2% -1%
2% -1%
3%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 0% -0%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
633
School-Within-School @ Goding
2012-13 Equity Report
What are Equity Reports? The Deputy Mayor for Education, the Office of the State Superintendent of Education (OSSE), DC Public Schools (DCPS), the DC Public Charter School Board (PCSB) and NewSchools Venture Fund have partnered to create the citys first Equity Reports. Equity Reports are a complement to OSSEs School Report Cards, DCPS School Scorecards and PCSBs Performance Management Framework.
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
634
School-Within-School @ Goding
2012-13 Equity Report
ATTENDANCE
65
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
6
8
23
0 0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.02
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
635
School-Within-School @ Goding
2012-13 Equity Report
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
126 Students
Apr
May
0% -1%
0%
0% -3%
0% -3%
0% -3%
1% -3%
1% -3%
6%
-2%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 1% -2%
Nov
2% -3%
Dec
3% -3%
Jan
4% -4%
Feb
4% -5%
Mar
5% -6%
Apr
5% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
636
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
44
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
637
ATTENDANCE
50
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
17 8
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n 5< 10 1 n< 10 7 0 n < 10 1 0 n < 11 10 0 n < 10 1 1 n< 10 7 0 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
638
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
45 42
67 67 67
41 38
32 50
### ###
47 59
74
38 44
### ###
43 n < 25 44
60
29 n < 25
n < 25 n < 25 n < 25
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
60 59
80 80
69 70
50 49
69
70
51 49
47 47
49 48
59
75
66
52
66
41
41
41
41
55
639
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
256 Students
Apr
May
1% 0%
1% -1%
2% -1%
2%
4%
5%
6%
7%
-2%
-2%
-2%
-3%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
640
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
641
ATTENDANCE
48
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
13
20
11
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 23 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
27 34 27
52 49
53
This School
3.23 0.49
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
642
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
79 79
### ###
68 66
58 56
### ###
31
###
32 n< 25 22 n < 25
17
###
79
###
47
68
58
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
69 64
52 48
60 55
50 49
60
56 58
41 43
48 49
55
69
53
61
n < 25 43 n < 25
61
41
41
41 n < 25 43 n < 25
69
52
60
49
60
56
41
48
48
48
643
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
341 Students
Apr
May
0% -1%
0% -3%
0% -4%
0%
0%
0%
0%
0%
-5%
-7%
-8%
-9%
-9%
december
january
february
march
april
may
Oct
Entry Withdrawal 6% -2%
Nov
7% -3%
Dec
8% -4%
Jan
10% -6%
Feb
11% -7%
Mar
12% -8%
Apr
13% -10%
May
13% -12%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
644
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
5
7
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
645
ATTENDANCE
60
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.04
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
646
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
69 60
### ###
71
76 58
### ###
n < 25
49
76
54
69
###
47
73
77
###
77
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
66
52 55
59 59
50 49
59 59
62
61 60
61 62
50 49
61 62
66
53
59
49
59
63
63
63
48
63
647
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
314 Students
Apr
May
2% 0%
4% 0%
4% 0%
5%
6%
6%
6%
8%
-2%
-2%
-2%
-3%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
648
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
13
11
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
649
ATTENDANCE
33 20 20 18
23
44
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
5
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 2 0 n3 < 10 n < 10 n < 10 n < 10 0 n3 < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.01
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
650
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
55 Students
Apr
May
0%
0%
0%
0%
0%
0%
2%
2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 1% -2%
Nov
2% -3%
Dec
3% -4%
Jan
4% -5%
Feb
4% -5%
Mar
5% -6%
Apr
6% -7%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
651
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
14
Special Education 14
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
652
ATTENDANCE
41 33
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
10 10
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n 5< 10 0 n< 10 7 n < 10 0 n < 11 10 n < 10 0 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
653
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
34 32
### ###
33 32
### ###
34
###
34
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
54 55
48 48
51 51
51 n < 25 50
51 n < 25 49 n < 25 n < 25 n < 25
31 30
50 50
40 41
54
48
51
49
51
31
50
40
654
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
12%
Total Enrollment
270 Students
Apr
14%
May
16%
1% -1%
5%
7%
10%
10%
-2%
-4%
-5%
-7%
-10%
-10%
-11%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
655
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
656
ATTENDANCE
64
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
17
23
5
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n 5< 10 0 n< 10 7 n < 10 0 n < 11 10 n < 10 0 n< 10 7 0 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
657
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
31 29
### ###
29 n < 25
24 23
### ###
n <24 25
49
30
###
47
23
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
38 38
31 31
34 34
30 28
37 37
34 33
39
31
34
28
37
33
658
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
13%
Total Enrollment
282 Students
Apr
14%
May
16%
2% 0%
3% -1%
5%
9%
10%
-1%
-3%
-5%
-5%
-6%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
659
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
21
Special Education 21
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
660
ATTENDANCE
57
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
23
1
2
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10
26
28 31
30
35
37
3 n < 10 n < 10
27
31
This School
0.00 0.43
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
661
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
48 46
### ###
38 36
### ###
13
###
###
8 < 25 n 18 n < 25
48
###
45
47
39
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
37 36
44 44
40 40
45 44
47 47
46 46
31
48
39
39 n < 25 43 n < 25
40
42
41
41 n < 25 43 n < 25
37
44
40
46
47
46
46
48
662
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
304 Students
Apr
May
12%
3% 0%
5%
5%
7%
10%
10%
11%
-1%
-2%
-2%
-5%
-6%
-6%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
663
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
664
ATTENDANCE
51
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
15 9
22
5
6
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
2 n < 10 13 2 n < 10 16 n < 10 2 n < 10 23 n < 10 3 n < 10 16 0 n4< 10 n < 10 n < 10 0 n < 10 1
This School < City Average * <
This School
0.00 0.24
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
665
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
92 92
### ###
74 70
96 95
### ###
n < 25
49
85 84
n < 25 42 n < 25
92
###
n< 25 22 n < 25
74
96
###
n< 18 25 n < 25
85
90
###
47
71
97
###
89
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <
666
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
250 Students
Apr
May
0% 0%
0% 0%
0% -3%
3%
3%
4%
5%
5%
-3%
-4%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 5% -5%
Nov
6% -6%
Dec
6% -7%
Jan
8% -8%
Feb
9% -10%
Mar
10% -11%
Apr
10% -12%
May
11% -13%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
667
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
668
ATTENDANCE
25
23
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
29
20 16
8
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
4 n 5< 10 4 n< 10 7 n < 10 8 n < 11 10 n < 10 4 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
669
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
28 29
### ###
19 18
### ###
20 n< 25
49
20 n< 25 42 n < 25
###
24 n< 25 22 n < 25
###
10 n < 18 25 n < 25
28
###
42
47
19
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
66 66
74 74
70 70
50 49
70 70
56 60
59 59
58 59
50 49
58 59
66
74
70
49
70
56
59
57
48
57
670
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
391 Students
Apr
May
1% -1%
4%
5%
7%
9%
9%
10%
10%
-2%
-3%
-3%
-5%
-7%
-7%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
671
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
21
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
672
ATTENDANCE
61
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
12
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.04
1 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
673
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
85 56
###
90
78 52
###
49
85
59
###
47
81
53
###
77
98
###
n < 25
91
95
91
###
n < 25
92
95
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
68
47
58
50
58
60
53
56
50
56
74
54
64
n < 25
59
64
62
50
56
n < 25
56
62
674
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
368 Students
Apr
May
1% -1%
2%
3%
5%
6%
7%
8%
8%
-2%
-2%
-3%
-4%
-5%
-5%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
675
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
13
Special Education 13
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
676
ATTENDANCE
58
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
16
21
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
26
21
30
0 n < 10 2 n < 10
31
This School
0.00 0.43
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
677
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
61 47
### ###
64
59 42
### ###
n < 25
49
64
54
n < 25 42 55 n < 25
18
###
20 n< 25 22 n < 25
22
###
55
###
47
61
53
###
61
92
###
n < 25
84
91
92
###
n < 25
92
94
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
34 32
39 35
36 33
43 34
56 54
49 44
32
49
41
41 n < 25 43 n < 25
28
51
40
40 n < 25 43 n < 25
32
38
35
41
55
48
48
48
44
52
47
n < 25
47
59
49
71
57
n < 25
57
62
678
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
371 Students
Apr
May
0% -1%
1% -1%
1%
2%
2%
3%
3%
5%
-2%
-2%
-2%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
6% -3%
Jan
7% -4%
Feb
8% -5%
Mar
9% -6%
Apr
9% -7%
May
10% -9%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
679
PK3-8th 4 7010 Piney Branch Rd. NW Washington, DC 20012 (202) 671-6050 www.takomaec.org
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
20
13
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
680
ATTENDANCE
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
20
22
3 1
3
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
1 n <10 10 2 n < 10 13 0 n3 < 10 4 n < 10 19 n < 10 1 n < 10 13 1 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
681
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
37 41
37 36
### ###
10
n < 25 n < 25
35 40
### ###
40 n < 25 47
42
59
### ###
37 n < 25
n < 25 n < 25 n < 25
28
42
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
30 34
45 45
38 40
42 43
53 53
48 49
30 34
43 54
37 44
42 43
53 48
48 45
48
48
55
44
52
45
682
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
366 Students
Apr
May
1% 0%
1% -1%
1% -1%
2% -1%
3% -1%
3% -1%
3% -1%
4%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
683
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
61
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
684
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 12 10 0 n < 10 17 0 n4< 10 0 n < 10 23 n < 10 0 n < 10 16 0 n3 < 10 n < 10 n < 10 n < 10
This School < City Average * <
0n < 10 1 0n < 10 1
0
This School
1.08 0.35
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
685
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
686
ATTENDANCE
35 39
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
9 10
4
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n 5< 10 0 n< 10 7 n < 10 0 n < 11 10 n < 10 0 n< 10 7 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
687
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
49 50
### ###
38 39
### ###
49
###
38
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
38 39
15 15
27 26
50 49
45 45
29 29
37 36
37 n < 25 50
36 n < 25 49 n < 25 n < 25 n < 25
38
15
26
49
45
29
37
688
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
312 Students
Apr
May
1% -1%
4%
5%
6%
6%
7%
8%
8%
-1%
-1%
-1%
-2%
-4%
-4%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
689
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
43
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
690
ATTENDANCE
58
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
10
8
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n 5< 10 0 n< 10 7 0 n < 10 1 0 n < 11 10 0 n < 10 1 0 n< 10 7 0 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
691
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
54 51 52
68 68 68
49 45 48
n < 25
49
56
79 50 43
86
88
64 43 41
68
74
59
58
59
48
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
77 77
65 65
71 70
50 49
71 70
62 60
53 53
58 56
50 49
58
56
74 73
47 71
60 72
49
60 72
62 68
51 54
56 61
48
56 61
52
55
692
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
300 Students
Apr
May
1% -1%
2% -1%
2% -1%
2%
2%
3%
4%
4%
-2%
-2%
-3%
-3%
-3%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
693
9th-12th 8 2427 Martin Luther King Jr. Avenue, SE Washington, DC 20020 202-563-6862 www.thurgoodmarshallacademy.org
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
694
ATTENDANCE
45
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
27
12
11
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
8 n < 1021 7 n < 10 n < 10 3 n < 10 n < 10 8 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
24 33 24
3 n < 10 n < 10
This School
0.00 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
695
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
79 75
### ###
87 85
73 75
### ###
n < 25
49
62
79
###
47
87
73
###
63
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
83 82
87 89
85 86
50 49
85 86
78 76
71 71
74 73
50 49
74 73
83
87
85
49
85
78
71
74
48
74
696
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
397 Students
Apr
May
0% -1%
0% -3%
0% -4%
0%
0%
0%
0%
0%
-5%
-5%
-6%
-6%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
697
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
11
Special Education 11
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
698
ATTENDANCE
55
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
15 n <10 10 15 n < 10 13 n < 10 n < 10 19 n < 10 15 n < 10 13 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
39
0 n < 10 1 n < 10
0
This School
0.32 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
699
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
39 36
### ###
36 35
### ###
39
###
36
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
47 47
46 46
46 46
44 41
56 56
50 48
47
45
46
46
49
44
54
49
48
49
700
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
314 Students
Apr
May
0%
0%
0%
0%
0%
0%
0%
0%
-2%
-5%
-6%
-7%
-11%
-11%
-11%
-11%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
701
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
32
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
702
ATTENDANCE
53
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
26
2
3
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
5 n <10 10 5 n < 10 13 0 n3 < 10 8 n < 10 19 n < 10 13 n < 10 13 0 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
703
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
47 48 36 20
38 39 28 8
44 50
### ###
45
47 59
36 40
### ###
59
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
55 55 56 57
50 50 50 51
52 52 53 54
51 50 44 39
46 46 48 37
48 48 46 38
53 54
n < 25 43 n < 25
54 55
46 52
50 53
49
50
52
51 51
44 49
47 50
47
48
53
50
55
704
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
468 Students
Apr
May
16%
2% 0%
3%
4%
5%
6%
6%
6%
-4%
-4%
-5%
-6%
-8%
-8%
-9%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
705
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
40
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
706
ATTENDANCE
58
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n 5< 10 0 n< 10 7 0 n < 10 1 0 n < 11 10 0 n < 10 1 0 n< 10 7 0 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
707
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
65 65 73
79 79 75
52 49 59
n < 25
49
63
54 74
### ###
47 59
74
39 61
### ###
54
83
52
68
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
64 64
69 69
66 67
50 49
66 67
62 62
60 60
61 61
50 49
61 61
60 69
68 73
64 71
49 52
64 71
55 68
58 62
56 65
48
56 65
55
708
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
506 Students
Apr
May
2% -1%
2%
2%
4%
6%
6%
7%
8%
-2%
-2%
-3%
-4%
-4%
-5%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
709
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
12
Special Education 12
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
710
ATTENDANCE
25
23
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
57
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
1 n 5< 10 2 n< 10 7 n < 10 5 n < 11 10 n < 10 2 n< 10 7 0 n < 10 2 n < 10 n < 10 n < 10
This School < City Average * <
0 n < 10 n < 10
This School
0.00 0.03
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
711
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
22 23
### ###
22 23
### ###
n <24 25
49
n <24 25 42 n < 25
n < 25 n < 25
n < 25 n < 25
23
###
47
23
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
42 41
32 32
37 36
30 30
45 45
38 38
43
31
37
30
47
39
712
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
339 Students
Apr
May
2% 0%
3% 0%
3% -1%
3% -1%
4%
5%
7%
8%
-2%
-2%
-3%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
713
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
4
21
Special Education 21
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
714
ATTENDANCE
43 31
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
13
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
7 n <10 10 13 n < 10 13 0 n3 < 10 16 n < 10 19 n < 10 11 n < 10 13 3 n4< 10 n < 10 n < 10 1 n < 10 1
This School < City Average * <
0n < 10 1n < 10
0n < 10
1
1 n < 10 n < 10
This School
0.20 0.13
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
715
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
71 56
### ###
69
72 52
### ###
n < 25
49
65
59
n < 25 42 55 n < 25
40
###
n< 25 45 22 n < 25
43
###
38 n< 18 25 n < 25
61
###
47
61
61
###
58
91
###
n < 25
91
98
97
###
n < 25
92
96
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
58 62
57 58
58 59
50 49
58 59
61 60
53 52
57 55
50 49
57
55
58
56
56
n < 25 43 n < 25
56
56
53
54
n < 25 43 n < 25
54
59
56
57
49
57
58
50
53
48
53
56
64
60
n < 25
59
60
66
68
67
n < 25
62
67
716
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
496 Students
Apr
May
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% -1%
0% -1%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
717
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
17
Special Education 17
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
718
ATTENDANCE
57
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 n < 10
This School
0.00 0.03
0 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
719
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
22 16
### ###
31 n < 25
37 30
### ###
31 n < 25 46 n < 25
30
n < 25 n < 25
41
n < 25 n < 25
20
###
47
35
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
31 34
30 30
30 31
30 n < 25
50
52 50
46 46
49 48
31
28
30
49
52
46
49
48
49
720
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
470 Students
Apr
May
1% 0%
1% -1%
2% -1%
2%
3%
3%
3%
4%
-3%
-4%
-4%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -3%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
721
PK3-8th 6 1125 New Jersey Ave. NW Washington, DC 20001 (202) 939-5934 http://www.walkerjoneseducampus.or g/
1
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
2
23
Special Education 23
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
722
ATTENDANCE
43 32
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
6
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
n <10 10 n < 10 13 n < 10 n < 10 19 n < 10 n < 10 13 n < 10 n < 10 n < 10 n < 10
28 32
25
0 n < 10 1 n < 10
29
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
723
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
31 31
### ###
29 30
### ###
n < 26 25
49
n < 26 25 42 n < 25
###
n< 25 22 n < 25
###
5 n< 18 25 n < 25
31
###
47
28
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
52 50
43 43
48 46
53 53
51 51
52 52
40
44
44 n < 25 43 n < 25
54
50
50 n < 25 43 n < 25
50
43
46
46
49
52
51
52
48
52
724
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
426 Students
Apr
May
1% -1%
3%
3%
5%
7%
8%
8%
10%
-2%
-2%
-2%
-3%
-4%
-4%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
725
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
1
7
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
726
ATTENDANCE
37
49
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
0 0 0
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
9 n < 10 22 n < 10 n < 10 13 n < 10 0 n3 < 10 15 n < 10 6 n< 10 9 n < 10 n < 10 3 n < 10 1
This School < City Average * <
27 32
22
27
0 n < 10 0 n < 10 1
This School
0.85 0.35
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
727
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
77 63
### ###
n < 25
78
81 64
### ###
n < 25
49
80
62 77
### ###
47
64
59
67 86
### ###
69
68
68
94
###
n < 25
91
94
94
###
n < 25
92
93
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
48 43
44 37
46 40
51 50
41 36
46 44
44 39
44 33
44 36
n < 25
44
49
43 62
34 36
39 50
52
49
50
n < 25
50
59
58
45
51
n < 25
51
62
728
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
353 Students
Apr
May
0% 0%
0% 0%
0% 0%
0% -1%
0% -1%
0% -1%
0% -1%
0%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 4% -1%
Nov
5% -2%
Dec
5% -3%
Jan
6% -4%
Feb
7% -5%
Mar
8% -5%
Apr
9% -6%
May
9% -8%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
729
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
2
8
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
730
ATTENDANCE
55
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
11
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
8 n < 1021 9 n < 10 n < 10 n < 10 n < 10 11 n < 10 0 n <10 10 n < 10 n < 10 3 n < 10 2
This School < City Average * <
24 24
24
33
This School
0.41 0.54
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
731
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
63 68
### ###
69
60 58
### ###
n < 25
49
77 72
60
59
###
47
59
57
###
71
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
61 62
73
67 63
50 49
67 63
48 44
48
48 51
46
68
58
49
58
37
48
43
43
48
732
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
244 Students
Apr
May
0% 0%
0% 0%
0% -1%
1% -1%
1% -1%
1% -1%
1% -1%
1% -1%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
733
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
734
ATTENDANCE
18
19
32
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
53
19
11
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
10 n < 1021 11 n < 10 n < 10 11 n < 10 n < 10 10 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
24 33 24
0n < 10 1 0n < 10 1 n < 10 0 n < 10 2 n < 10 0 n < 10 1 n < 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.54
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
735
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
57 59
### ###
61 61
### ###
56
###
43
47
61
###
53
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
58 59
46 46
53 55
50 49
53 55
64 62
56 54
60 59
50 49
60 59
58
46
52
49
52
63
56
60
48
60
736
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
354 Students
Apr
May
1% -1%
1% -1%
1% -3%
1%
1%
1%
1%
1%
-4%
-6%
-7%
-7%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
737
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
6
8
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
738
ATTENDANCE
51
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
9 0 0 0
23
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
0.00 0.04
1 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
739
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
63
### ###
81
72
### ###
n < 25
49
70
58
49
###
47
72
57
###
55
###
n < 25
87
91
###
n < 25
90
92
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
71
74
73
50
73
59
53
55
50
55
67
67
49
67
46
47
47
48
740
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
439 Students
Apr
May
0% 0%
0%
0%
0%
0%
0% -3%
0% -3%
0% -3%
-2%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
3% -3%
Jan
4% -4%
Feb
5% -5%
Mar
5% -5%
Apr
6% -6%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
741
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
1
8
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
742
ATTENDANCE
59
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
16 8
23
1
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
0 n < 10 n < 10
0 n < 10 n < 10
This School
0 n < 10 n < 10
0.00 0.05
1 n < 10
This School < City Average * <
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
743
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
65 49
### ###
n < 25
60
59 37
### ###
n < 25
49
59
46 n < 25 46 n < 25
16
###
16
###
19 n< 18 25 n < 25
55
###
47
50
49
###
98
###
n < 25
91
95
96
###
n < 25
92
97
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
59 48
52 49
56 49
n < 25
50
56
49 44
47 47
48 45
53
50
51
49
51
39
46
43
43
48
70
60
65
n < 25
59
65
79
65
72
n < 25
62
72
744
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
527 Students
Apr
May
0% -1%
1% -1%
1% -1%
2% -1%
2%
3%
3%
4%
-2%
-2%
-2%
-2%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -1%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -4%
Mar
6% -5%
Apr
6% -5%
May
6% -6%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
745
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
8
11
Special Education 11
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
746
ATTENDANCE
50
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
19 11
22
4
5 3
6
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
7 n <10 10 9 n < 10 13 0 n3 < 10 12 n < 10 19 n < 10 10 n < 10 13 5 n4< 10 0 n4< 10 n < 10 0 n < 10 1
This School < City Average * <
This School
0.00 0.13
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
747
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53 46
2012-13
50 47
### ###
60
48 41
### ###
n < 25
49
55
54
45 57
### ###
47
57
59
45 50
### ###
55
61
48
52
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
59 56
49 51
54 53
50 49
54
50 44
58 57
53 50
n < 25
50
53
53
56 60
51 47
53 54
49
53 54
54 46
59 57
56 51
48
56
52
51
55
748
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
243 Students
Apr
May
1% 0%
1%
3%
5%
6%
6%
6%
6%
-2%
-2%
-2%
-2%
-2%
-2%
-5%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
749
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
2
18
Special Education 18
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
750
ATTENDANCE
45
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
27
10
3
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
9 n <10 10 9 n < 10 13 n < 10 19 n < 10 19 n < 10 9 n < 10 13 0 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
751
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
30 30
### ###
26 27
### ###
30
###
25
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
68 68
67 67
68 67
50 49
68 67
55 59
54 54
55 56
50 49
55 56
43
47
45
45 n < 25 43 n < 25
47
38
42
42 n < 25 43 n < 25
68
66
67
49
67
56
53
55
48
55
752
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb
12%
Total Enrollment
465 Students
Mar
12%
Apr
14%
May
15%
2% 0%
4%
5%
9%
-2%
-3%
-6%
-7%
-8%
-9%
-9%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
753
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
12
15
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
754
ATTENDANCE
53
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
12
22
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
6 n <10 10 6 n < 10 13 0 n3 < 10 8 n < 10 19 n < 10 6 n < 10 13 2 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.00 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
755
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
43 41
### ###
39 36
### ###
###
n< 25 22 n < 25
###
n< 18 25 n < 25
41 44
###
38 41
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
47 47
36 36
42 41
46 46
40 40
43 43
35
34
34 n < 25 43 n < 25
34
37
37 n < 25 43 n < 25
46
37
42
42
49
47
40
43
43
48
756
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
339 Students
Apr
May
1% -1%
2%
4%
4%
6%
7%
9%
9%
-2%
-4%
-5%
-5%
-5%
-6%
-7%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
757
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
2
8
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
758
ATTENDANCE
19
22
47
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
40
13 17 10
This School < City Average * <
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
14 n <10 10 15 n < 10 13 n < 10 24 n < 10 19 n < 10 15 n < 10 13 0 n4< 10 n < 10 n < 10 n < 10
This School < City Average * <
This School
0.24 0.13
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
759
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12 2012-13
35 35
### ###
50 48
### ###
36
###
46
47
52
###
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
52 52
47 50
49 50
53 48
46 46
49 47
52
50
51
49
51
53
46
49
48
49
760
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
422 Students
Apr
May
0%
2%
2%
2%
2%
2%
2%
2%
-2%
-3%
-4%
-5%
-6%
-7%
-7%
-8%
december
january
february
march
april
may
Oct
Entry Withdrawal 2% -2%
Nov
3% -2%
Dec
4% -3%
Jan
5% -4%
Feb
5% -5%
Mar
6% -5%
Apr
7% -6%
May
7% -7%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
761
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
DCPS School
STUDENT CHARACTERISTICS
7
11
Special Education 11
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
762
ATTENDANCE
44
How are attendance and absences calculated? In-seat attendance measures the average percent of students in the classroom on a given day. Education agencies in the District of Columbia calculate a number of different absence statistics. This in-seat attendance rate enables a close, but not perfect, comparison of daily attendance between DCPS and public charter schools.
20
11
12
17
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
9 n < 1020 14 n < 10 24 10 n < 12 10 19 n < 10 2 n3 < 10 15 n < 10 23 8 n <10 10 4 n< 10 9 n < 10 1 n3 < 10
This School < City Average * <
32
0 n < 10 0 n < 10 1
This School
0.00 0.54
0 n < 10
This School < City Average * <
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
763
STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.
Mathematics
2011-12 2012-13
Reading
2011-12
53
2012-13
59 46
n < 25
60
60 43
n < 25
49
61
15 88 47 39
20
74
86
63 50 46
51
59
56
93
###
n < 25
90
91
96
###
n < 25
91
92
STUDENT GROWTH
Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.
Mathematics
2011-12 2012-13 Avg. 2-Year Growth
Reading
2011-12 2012-13 Avg. 2-Year Growth
50 37
56 49
53 43
n < 25
50
53
45 41
50 44
48 43
n < 25 43 49 n < 25
24
30 60
27 55 47 48
34
30
32
32 n < 25 43 n < 25
45 38
50 57
41 42
42 54
42 49
42
48
48
52
49
55
68
69
68
n < 25
59
68
64
66
65
n < 25
62
65
764
STUDENT MOVEMENT
What does student movement look like? The chart below shows how this schools student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the schools total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.
Mid-Year Entry and Withdrawals (%) This School Oct Nov Dec Jan Feb Mar
Total Enrollment
1713 Students
Apr
May
1% 0%
2% -1%
2% -1%
3%
4%
4%
4%
4%
-2%
-3%
-3%
-4%
-4%
december
january
february
march
april
may
Oct
Entry Withdrawal 7% -2%
Nov
9% -4%
Dec
10% -5%
Jan
12% -7%
Feb
13% -9%
Mar
14% -11%
Apr
15% -12%
May
16% -14%
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13.
765
YouthBuild PCS
2012-13 Equity Report
What are Equity Reports? The Deputy Mayor for Education, the Office of the State Superintendent of Education (OSSE), DC Public Schools (DCPS), the DC Public Charter School Board (PCSB) and NewSchools Venture Fund have partnered to create the citys first Equity Reports. Equity Reports are a complement to OSSEs School Report Cards, DCPS School Scorecards and PCSBs Performance Management Framework.
The first step in ensuring equity is making the data transparent and comparable. This report is meant to make schools, parents and the larger community aware of metrics related to equity that exist across DC schools. Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.
Contact
Type
STUDENT CHARACTERISTICS
46
This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.
766
YouthBuild PCS
2012-13 Equity Report
DISCIPLINE
Defining discipline. The suspension rates show the percent of students receiving an out-of-school suspension. Any student suspended out-of-school for at least one day is counted on the left, and any student receiving at least one long-term suspension (11+ days) is counted on the right. Subgroup results show the percent of students in that subgroup receiving a suspension.
% suspended 1+ days
This School
4.31 0.24
* The City Averages displayed on this page only include the average of those grades served by this school in school year 2012-13. ** Public charter schools create their own attendance and discipline policies. To learn more about this schools policies, please visit http://bit.ly/1djn02G
767