District of Columbia
2016-2017 Equity Report
9998Citywide
What is an Equity Report? Equity in education refers to all students receiving the same caliber of education regardless of their race, ethnicity, econo mic
SCHOOL CHARACTERISTICS (SY 2017-18)
status,
special
education
statusEquity
or other
factors. refers to all students
What is
an Equity
Report?
in education
receiving the same caliber of education regardless of their race, ethnicity,
Equity
Reports
give
our schools,
families
economic
status,
special
education
statusand
or communities
other factors. transparent and comparable information related to equity across all DC schools. Equity Reports are
Grades
Citywide
available online so that information is easy to access, understand and use.
Equity Reports give our schools, families and communities transparent
Ward
0 Charter School Board (DC PCSB) in consultation with
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Equity Reports
online so
information
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LearnDC
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understand
and School
use. Profiles, DCPS’ School Scorecards and DC PCSB’s Performance
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consultation with charter schools, the Deputy Mayor for Education and
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NewSchools Venture Fund partnered to create these Equity Reports.
Equity Reports are a complement to OSSE’s LearnDC School Profiles,
DCPS’ School Scorecards and DCPCSB’s Performance Management
Framework.
Type 1 Citywide
STUDENT CHARACTERISTICS
Total Enrollment (#)
90001
Enrollment by Subgroup (%)
Enrollment by Race/Ethnicity (%)
Economically Disadvantaged 80
English Language Learners 10
Special Education 16
80.3
15.8
Level 2 30
Level 3 11
Level 4 22
1.6
68.1
18.1
Hispanic / Latino
by level
36.7
Level 1 37
Asian
Black non-Hispanic
10.4
30.0
11.2
Multiracial
2.0
Native American / Alaskan
<1
Pacific / Hawaiian
<1
White non-Hispanic
10.0
22.2
Male 50
49.8
Female 50
50.2
Enrollment by Grade (#)
Grade PK3 #
Grade PK4 #
6953
Grade KG #
Grade 1 #
Grade 2 #
Grade 3 #
Grade 4 #
Grade 5 #
7556
7122
6808
6551
6245
5538
4970
Grade 6 #
5583
Grade 7 #
4574
Grade 8 #
4481
5932
Grade 9 #
4491
Grade 10 #
Grade 11 #
4044
Grade 12 #
3839
Grade Adult #
Grade Ungraded #
4931
382
ATTENDANCE
This Equity Report represents the joint effort of OSSE, DCPS, DC PCSB, and DME to improve equity across all entities.
ATTENDANCE
STUDENT
CHARACTERISTICS
& DISCIPLINE
District of Columbia
2016-2017 Equity Report
ATTENDANCE
In-Seat Attendance Rate (%)
All Students
Economically Disadvantaged
English Language Learners
Special Education
Male
Female
89
89.3
Asian
89
88.7
Black non-Hispanic
90
90.1
Hispanic / Latino
87
87.2
Multiracial
89
89.4
Native American / Alaskan
89
89.2
Pacific / Hawaiian
White non-Hispanic
93
93.1
89
88.6
88
88.3
94
93.7
91
91.3
89
89.3
95
94.5
DC Total <
DISCIPLINE
DISCIPLINE
Total Suspensions (#) Suspension Rate (%)
DC Total
13034
All Students
Economically Disadvantaged
Total Expulsions (#)
DC Total
116
English Language Learners
Special Education
Expulsion Rate (%)
DC Total
0.10
Male
Female
Asian
Black non-Hispanic
Hispanic / Latino
Multiracial
Native American / Alaskan
Pacific / Hawaiian
White non-Hispanic
% suspended 1+ days
% suspended 11+ days
##
7.7
0.20
##
9.3
0.30
##
2.4
##
##
##
0.00
14.5
0.50
0.30
9.6
5.8
0.20
## 0.7
0.10
##
0.30
10.5
##
2.6
0.00
##
2.5
0.20
##
0.00
5.6
## 1.4
0.00
## 0.5
0.00
DC Total <
DC Total <
2
District of Columbia
2016-2017 Equity Report
STUDENT ACHIEVEMENT
PARCC Math*
Results (%)
DC Total
Level 1 <
Level 2 <
Level 3 <
Level 4 <
Level 5 <
City Average*
Level 1 <
Level 2 <
Level 3 <
Level 4 <
Level 5 <
21
All Students
27
25
Economically Disadvantaged
Asian
2
Pacific / Hawaiian
White non-Hispanic
6
12
6 1
23
22
4
18
18
17
23
47
34
36
4
17
27
29
13
24
25
20
12
2 5
13
31
28
3
33
47
18
2
19
26
22
26
Hispanic / Latino
Native American / Alaskan
27
11
Black non-Hispanic
Multiracial
28
19
Female
17
23
47
24
4
25
31
Special Education
Male
23
31
24
English Language Learners
24
1
3
16
20
5
33
55
21
* Students with the most significant cognitive disabilities took the Multi-State Alternate Assessment (MSAA) instead of PARCC. MSAA measures student
performance on alternate achievement standards aligned to the Common Core State Standards. Go to results.osse.dc.gov to view the District of
Columbia's MSAA results. The individual percentages may not add up to 100% due to rounding.
3
District of Columbia
2016-2017 Equity Report
STUDENT ACHIEVEMENT (CONT.)
PARCC ELA*
Results (%)
DC Total
Level 1 <
Level 2 <
Level 3 <
Level 4 <
Level 5 <
City Average*
Level 1 <
Level 2 <
Level 3 <
Level 4 <
Level 5 <
25
All Students
22
29
Economically Disadvantaged
25
35
English Language Learners
6
21
9
19
7
8
13
Pacific / Hawaiian
2 4
28
22
11
20
34
52
2
25
47
23
4
22
25
18
6 1
8
24
21
1
21
29
25
18
Native American / Alaskan
12
44
25
Hispanic / Latino
2
15
22
24
29
Black non-Hispanic
White non-Hispanic
24
23
19
19
24
31
Female
6
24
58
Male
Multiracial
25
25
Special Education
Asian
23
4
20
23
8
28
3
30
* Students with the most significant cognitive disabilities took the Multi-State Alternate Assessment (MSAA) instead of PARCC. MSAA measures student
performance on alternate achievement standards aligned to the Common Core State Standards. Go to results.osse.dc.gov to view the District of
Columbia's MSAA results. The individual percentages may not add up to 100% due to rounding.
4
STUDENT CHARACTERISTICS
District of Columbia
2016-2017 Equity Report
STUDENT GROWTH
PARCC
Growth Percentiles
All Students
Economically Disadvantaged
English Language Learners
Special Education
Male
Female
Asian
Black non-Hispanic
Hispanic / Latino
Multiracial
Native American / Alaskan
Pacific / Hawaiian
White non-Hispanic
Math
##
61
##
##
###
62
46
###
54
##
53
###
46
##
46
###
51
##
40
###
48
##
56
###
44
##
47
###
54
##
50
###
47
##
##
###
50
##
##
ELA
61
55
###
59
###
n<25
###
n<25
65
###
67
n<25
63
DC Total <
5
District of Columbia
2016-2017 Equity Report
STUDENT MOVEMENT
Mid-Year Entry and Withdrawals (%)
Total Enrollment
90001
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
4.4%
6.2%
6.7%
7.2%
1.1%
2.5%
5.4%
0.0%
2.0%
0.0%
-1.2%
-2.5%
-3.4%
-5.1%
-6.2%
-7.4%
-8.2%
-8.9%
30%
20%
10%
0%
-10%
-20%
-30%
% of Students Entering
Net Cumulative Change (%)
DC Total
-1.7%
% of Students Withdrawing
Mid-Year Entry and Withdrawals (%)
City Average *
October
November December
January
February
March
April
May
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Entry
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Withdrawal
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
6
STUDENT CHARACTERISTICS
District of Columbia
2016-2017 Equity Report
GRADUATION
Graduation Rate (%)
All Students
Economically Disadvantaged
English Language Learners
Special Education
Male
Female
Asian
Black non-Hispanic
Hispanic / Latino
Multiracial
Native American / Alaskan
Pacific / Hawaiian
White non-Hispanic
4-Year
5-Year
##
69.2
###
74.2
##
69.3
###
74.5
##
###
63.5
##
###
49.5
##
58.1
###
62.5
##
70.5
76.1
##
68.6
###
80.0
85.2 ###
86.9
##
67.7
###
73.1
##
69.2
###
74.7
##
##
##
##
###
95.8
n<25
n<25
###
###
###
91.4
95.8
n<25
n<25
92.3
DC Total <
7
District of Columbia
2016-2017 Equity Report
APPENDIX
Attendance
All students in a school benefit from a high in-seat attendance rate, or the average percentage of students in the classroom on a given day. Any
absence, excused or unexcused, counts against this number. In-seat attendance rates are calculated by dividing the total number of students’ days
present by the total number of students’ days enrolled in the school. Students’ subgroup status is determined according to the rules outlined under
student characteristics. DC average values for this metric are calculated using data on all students in the city enrolled in the grade levels served by
this school. Schools that have information for less than 10 students for this metric are displayed as “n<10” for confidentiality purposes. Schools that
have no students in a subcategory are displayed as “No students.”
Discipline
The short-term and long-term suspension rates are calculated by dividing the total number of students who were enrolled in the school as of the
October 5, 2016 enrollment audit with 1 or more full days (or 11 or more days in the case of long-term suspensions) by the total audited enrollment.
Similarly, the expulsion rate is calculated by dividing the total number of students who were enrolled in the school as of the October 5, 2016
enrollment audit and were expelled at some point in the school year by the total audited enrollment. If a student received an out-of-school
suspension or was expelled from a school other than his or his school of enrollment as of the enrollment audit, that disciplinary incident is not
counted in these metrics. Students’ subgroup status is determined according to the rules outlined under student characteristics. DC average values
for these metrics are calculated using data on all students in the city enrolled in the grade levels served by this school. The total suspensions and
expulsions metrics report the number of suspensions and expulsions, respectively, that occurred throughout the school year to any student
enrolled at any point in during the school year, even if they were not included in the audited enrollment. DCPS schools have adopted a discipline
code that only allows for expulsion in extreme cases, such as incidents of extreme violence like attacking a student or staff member. DCPS schools
have the option of transferring a middle or high school student to a DCPS alternative school for disciplinary reasons, and these transfers are not
counted as expulsions. Each charter school creates its own policy for determining appropriate disciplinary action. The charter sector does not
currently have one designated alternative school to transfer middle or high school students for long-term disciplinary reasons. Schools that have
information for less than 10 students for this metric are displayed as “n<10” for confidentiality purposes. Schools that have no students in a
subcategory are displayed as “No students.”
Graduation Rate
The graduation rate shows the percentage of students who received a high school diploma within four or five years of entering ninth grade. The fiveyear graduation rate includes all students who started high school in fall of 2012 and graduated by August 2017. The four-year rate includes all
students who started high school in fall of 2012 and graduated by August 2016. Graduation rates are calculated by dividing the total number of
graduates by an adjusted ninth grade cohort, or the group of students who entered ninth grade four or five years before. Only students who
graduate with a regular diploma are counted as graduates for the purposes of the graduation rate. All other outcomes, including General
Educational Development (GED) programs and Certificates of Individualized Education Program (IEP) Completion, do not count as graduates. The
number of graduates is determined by graduate files that are certified by DCPS and PCSB. Student subgroups are determined by the October 5,
2016 audited enrollment file according to the rules outlined under student characteristics. The number of students in the ninth grade cohort is
adjusted according to uniform rules set by the US Department of Education. The initial number of students in a cohort is set at the number of
students in a school who are entering ninth grade for the first time. Students who transfer into the school are added to the cohort, and students
who transfer out, move to another state or country, or are deceased are subtracted from the cohort. The cohort year is set as four years following
the year the cohort entered ninth grade. The same is true of the five-year graduation rate, which is why the most recent available cohort year for this
measure lags the four-year rate by one year. Schools that have information for less than 25 students for this metric are displayed as “n<25” for
confidentiality purposes. Schools that have no students in a subcategory are displayed as “No students.”
Student Achievement
The Partnership for Assessment of Readiness for College and Careers (PARCC), a consortium of states including the District of Columbia, worked
together to develop a set of new assessments designed to measure students’ mastery of the Common Core State Standards in English Language
Arts (ELA) and mathematics, in grades 3-8 and high school. The PARCC assessments help measure whether students are on-track for college and
career readiness. The District implemented the PARCC assessments for the first time during the spring of the 2014-15 school year, replacing the
previous DC CAS state assessment. Additional information about PARCC results can be found at http://osse.dc.gov/parcc. Schools that have
information for less than 25 students for this metric are displayed as “n<25” for confidentiality purposes. Schools that have no students in a
subcategory are displayed as “No students.”
8
District of Columbia
2016-2017 Equity Report
APPENDIX (CONT.)
Student Characteristics
Every fall, OSSE counts the number of students present in every public and public charter school. This enrollment audit provides us with a
snapshot of the student body, including the total number of students enrolled and their characteristics. The enrollment characteristics –
race/ethnicity, gender, Special Education, English Learner (EL), and economically disadvantaged – were identified as of particular importance
when considering issues of equity, and they will appear throughout this report. This school’s total enrollment was identified using the October 5,
2016 audited enrollment data file. For both DCPS and public charter schools, enrollment is determined using the audited enrollment population
and subgroup identification is based on the Demographic Certification file that schools cerified at the end of SY2016-17. For the economically
disadvantaged, EL, and special education subgroups, students are identified based on their highest level of need at any time during the school
year, not just at the time of the annual audit. Additionally, for both the special education and the EL subgroups, students must be between the
ages of 3 and 21 to be considered in the subgroup. The subgroup “economically disadvantaged” does not apply for students attending adult
programs because adult programs are not eligible for the Free and Reduced-Price Meal (FARM) program (a key component of the subgroup) and
there is no other comparable data collected for adult programs.
Student Growth
Median Growth Percentile (MGP) is a measure of the median academic growth of students at this school as compared to students at other DC
schools. MGP identifies student growth by comparing the PARCC scores of groups of students who performed similarly in the past and creating a
school-wide metric. MGP is based on the growth percentiles of individual students, which range from 1 and 99. A student with a growth
percentile of 80 would be said to have done better than “80 out of 100 peers” with a similar test score history (often read as 80%). The higher the
growth percentile number, the higher the student growth compared to his peers. The MGP score is determined by arraying all of the students’
student growth percentile scores for a school from high to low. The midpoint, or median, of these student scores becomes the school’s MGP.
MGP has been calculated only for students enrolled in grades 4 through 8 in 2016-17 who were in the achievement universe in at least two
consecutive years in the 2014-15, 2015-16 and 2016-17 school years, and tested in a valid grade progression with n>=1,000 students. Schools
that have information for less than 25 students for this metric are displayed as “n<25” for confidentiality purposes. Schools that have no students
in a subcategory are displayed as “No students.” DC average values include students enrolled in all tested grades and are not specific to the
grades served by this school.
Student Movement
Students may enter or withdraw from a school during the school year. The diverging lines show the rate at which students entered or withdrew
from the school throughout the school year as a proportion of its enrollment at the start of the year. The net change in enrollment shows how
much this school’s enrollment grew or shrank over the course of the school year. The definitions of entrance and withdrawal are consistent
across all DC schools. The percentage of students entering into and withdrawing from a school is calculated using the enrollment periods from
the Demographic Certification file that schools certified at the end of SY2016-17. Students are counted as entering and/or exiting a school in
each month from October through May based on these enrollment periods. The rates are determined by dividing the cumulative number of
students entering or withdrawing for the given month by the total number of students enrolled as of the October 5, 2016 enrollment audit.
Students who are part of a school’s enrollment audit are not counted as an October entrance for that school. A student enrolled at the time of
the audit who withdraws is counted as one withdrawal. A student not enrolled at the time of the audit who enrolls then withdraws is counted as
one entrance and one withdrawal. For example, if a student who is enrolled at a school as of the audit then withdraws (regardless of whether the
student leaves the DC public school system or enrolls in another school) and then re-enrolls at the same school, that movement is not counted
as either a mid-year withdrawal or entrance. This metric does not capture the movement of students who were placed in a nonpublic school at
any point in the year. This metric is not reported for adult schools although adult students are included in the student movement metric of the
Districtwide report. DC average values for this metric are calculated using data on all students in the city enrolled in the grade levels served by
this school.
9