2013

District of Columbia School Equity Reports

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 DC’s first Equity Reports. These city-wide reports, available at LearnDC.org, highlight each school’s 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 school’s 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 OSSE’s LearnDC.org website, efforts are also being made to include these data points in existing sources of information – such as the DCPS School Scorecards, PCSB’s Data Center, and OSSE’s School Report Cards – to ensure members of the public can find this important information wherever they look for information on schools. We’re 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

Briya PCS 80 Brookland Education Campus @ Bunker Hill 83

Browne Education Campus 87 Bruce-Monroe Elementary School @ Park View i 91

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 César Chávez PCS for Public Policy – Capitol Hill César Chávez PCS for Public Policy – Chávez Prep César Chávez PCS for Public Policy – Parkside High School

César Chávez 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

Creative Minds International PCS DC Bilingual PCS

DC Prep PCS – Benning Elementary ii

DC Prep PCS – Edgewood Elementary

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

Hardy Middle School Hart Middle 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

Moten Elementary School Mundo Verde Bilingual PCS

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

Patterson Elementary School

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 Próximo 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

City wide results

2012-13 Equity Report
District of Columbia Summary
1100Public Charter SchoolInternal
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 city’s fir st Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s 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. This report summarizes city-wide performance for students in all grades. Note that individual schools' Equity Reports include city averages, but these are specific to students in the grade levels served by a particular school, not all students in the city. As a result, this Summary should not be compared directly to a school's report.

STUDENT CHARACTERISTICS

Total Enrollment (#)
80,230 Students

Enrollment by Race/Ethnicity (%)
Asian 1 1 73 16 1 <1 <1 8 Black non-Hispanic 73 Hispanic / Latino 16 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 0 0 8

Enrollment by Subgroup (%)
Free or Reduced Lunch 66 Limited English Proficiency by level Level 1 36 Level 2 32 Level 3 12 Level 4 20 12 20 36 32 9 9 13 Special Education 13 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.

2012-13 Equity Report
District of Columbia Summary

ATTENDANCE

DC Rate

In-Seat Attendance Rate (%)
95

percent of students absent for…

Unexcused Absences (%)
1-5 days

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.

6-10 days 11-15 days 16-25 days >25 days

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ### ### 4.10 ### 1.60 ### 4.00 4.77 9.95 0.79

% suspended 1+ days

% suspended 11+ 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

Total Explusions (#)
187

0n < 10
0n < 10 0n < 10 0n < 10
DC < DC <

DC Rate

Expulsion Rate (%)

0.22

1n < 10

2

2012-13 Equity Report
District of Columbia Summary

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 46 n < 25 50 n <24 25 n < 25 n < 25 47 n < 25 n < 25 n < 25 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 50 n < 25 49 n < 25

53

n < 25 43 n < 25

66

65 48 55 54

61

n < 25 48 n < 25 n < 25 n < 25 n < 25

53

55

59 71
60
DC <

56 57
62
DC <

59

60

60

65

60

62

3

2012-13 Equity Report
District of Columbia Summary

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.

Mid-Year Entry and Withdrawals (%)

Total Enrollment
80,230 Students

30% 20% 10% 0% -10% -20% -30%

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

2%

3%

4%

5%

7%

7%

8%

9%

-5%

-6%

-7%

-8%

-9%

-10%

-11%

-11%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

4

School Equity Reports

Achievement Preparatory Academy PCS – Middle
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1100Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

4th-8th 8 908 Wahler Place, SE Washington, DC 20032 202-562-1214 www.aprepacademy.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
315 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 89 Limited English Proficiency Special Education 18 by level Level 1 40 Level 2 38 Level 3 22 Level 4 22 40 38 18 89

This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.

5

Achievement Preparatory Academy PCS – Middle
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 3 1
0 4 6 49

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0n < 10 1 n < 10 58 0 n < 10 1 n < 10

35

0 n < 10 1 n < 10 n < 10 n < 10 n < 10
This School < City Average * < This School < City Average * <

This School

Total Explusions (#)
2

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

6

Achievement Preparatory Academy PCS – Middle
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

86 85

### ###

n < 25 n < 25 n < 25

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

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

85

69

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

64

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

72 72

69 70

70 71

n < 25 n < 25 n < 25

50 49

70 71

63 64

59 59

60 61

n < 25 n < 25 n < 25

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

n < 25 n < 25 n < 25 n < 25 n < 25

49

70

63

59

60

n < 25 n < 25 n < 25 n < 25 n < 25

48

60

This School < City Average <

This School < City Average <

7

Achievement Preparatory Academy PCS – Middle
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0%

1% -3%

1% -3%

1%

1%

1%

-2%

-5%

-6%

-6%

Net Cumulative Change (%)
-5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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.

8

Aiton Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

202DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 7 533 48th Pl. NE Washington, DC 20019 (202) 671-6060 www.aitones.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

Total Enrollment (#)
252 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 11 by level Level 1 57 Level 2 36 Level 3 Level 4 4 4 4 4 36 57 11 99

This Equity Report represents the joint effort of OSSE, DCPS, and PCSB to improve equity across all entities. Support provided by NewSchools Venture Fund.

9

Aiton Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
91 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

32

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Aiton Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

21 21

### ###

n13 < 25 n13 < 25 n < 25 n < 25 n < 25

18 18

### ###

19 n< 25

49

19 n< 25 42 n < 25 n < 25 n < 25

19

###

13 n < 25 n < 25 n < 25 n < 25 n < 25

47

17

###

19 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

49 49

37 37

44 44

n < 25 44 50 n < 25 44 49 n < 25 n < 25 n < 25

44 43

46 46

45 44

n < 25 45 50 n < 25 44 49 n < 25 n < 25 n < 25

49

37

44

n < 25 n < 25 n < 25 n < 25 n < 25

44
49

44

46

45

n < 25 n < 25 n < 25 n < 25 n < 25

45
48

This School < City Average <

This School < City Average <

11

Aiton Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

2% 0%

3%

3%

4%

5%

6%

6%

6%

-2%

-4%

-4%

-5%

-6%

-8%

-8%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Amidon-Bowen Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

203DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 6 401 I St. SW Washington, DC 20024 (202) 724-4867 www.dcps.dc.gov/DCPS/amidon
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

Total Enrollment (#)
293 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 2 2 2 5 2 92 5 Black non-Hispanic 92

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 60 Level 2 29 Level 3 Level 4 3 9 3 9 29 60 3 99

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

Amidon-Bowen Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 4
8 23

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

29

0

0 n < 10 n < 10

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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

Amidon-Bowen Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

17 14

### ###

21 n< 25 21 n< 25 n < 25 n < 25 n < 25

22 20

### ###

31 n < 25 49 31 n < 25 42 n < 25 n < 25 n < 25

16

###

20 n < 25 n < 25 n < 25 n < 25 n < 25

47

21

###

29 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

30 30

49 49

38 39

38 n < 25 50 n < 2539 49 n < 25 n < 25 n < 25

34 34

48 48

40 41

n < 2540 50 n < 25 41 49 n < 25 n < 25 n < 25

30

49

38

38 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

34

48

40

40 n < 25 48 n < 25 n < 25 n < 25 n < 25
This School < City Average <

15

Amidon-Bowen Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Mar
12%

Apr
13%

May
14%

2%

5%

7%

9%

-2%

-2%

-3%

-3%

-4%

-5%

-6%

-6%

Net Cumulative Change (%)
8%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Anacostia High School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

450DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 8 1601 16th St. SE Washington, DC 20020 (202) 698-2155 http://anacostiahigh.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

Total Enrollment (#)
697 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 36 by level Level 1 10 Level 2 37 Level 3 41 Level 4 12 12 10 37 41 36 99

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

Anacostia High School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
67 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 11 12 10
11 11 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.

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

2 n < 10 3 n < 10 n < 10

1

46

2

3 n < 10 n < 10

36

1

2 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

0.00 0.54

This School < City Average * <

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.

18

Anacostia High School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

12 13

### ###

19 n< 25 19 n< 25 n < 25

17 16

### ###

20 n< 25

49

20 n< 25 42 n < 25

8

###

7 n< 25 22 n < 25

8

###

7 n< 18 25 n < 25

11

###

19 n < 25 n < 25 n < 25 n < 25 n < 25

47

17

###

20 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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 n < 25 50 37 n < 25 49 n < 25

36 36

47 47

41 42

n < 25 41 50 n < 25 42 49 n < 25

18

27

23

23 n < 25 43 n < 25

42

32

36

36 n < 25 43 n < 25

34

40

36

36 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

36

48

42

n < 25 n < 25 n < 25 n < 25 n < 25

42

48

This School < City Average <

19

Anacostia High School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s total enrollment on the blue line. Cumulative student withdrawals are shown on the purple line.

Mid-Year Entry and Withdrawals (%) This School Oct Nov
21%

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%

Net Cumulative Change (%)
16%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

AppleTree Early Learning PCS – Columbia Heights
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

140Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-PK4 1 2750 14th Street, NW Washington, DC 20009 202-667-9490 www.appletreeinstitute.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
161 Students

Enrollment by Race/Ethnicity (%)
Asian 2 2 64 17 <1 16 Black non-Hispanic 64 Hispanic / Latino 17 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 16 1

Enrollment by Subgroup (%)
Free or Reduced Lunch 70 Limited English Proficiency 30 Special Education by level Level 1 60 Level 2 20 Level 3 Level 4 20 20 20 60 6 6 70

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

AppleTree Early Learning PCS – Columbia Heights
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
87 91

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
7 11

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

5 n < 10 1 4 n < 10 1
0

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

6 n < 10 0 n < 10 1 n < 10 6 n < 10 1

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

0 n < 10 n < 10 n < 10 8 n < 10 1
This School < City Average * <

0

This School City Average *

Expulsion Rate (%)

0.00 0.01

0

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 school’s policies, please visit http://bit.ly/1djn02G

22

AppleTree Early Learning PCS – Columbia Heights
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0%

0%

0%

1%

1%

1%

1%

1%

-2%

-2%

-2%

-2%

-5%

-6%

-6%

-6%

Net Cumulative Change (%)
-5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

AppleTree Early Learning PCS – Lincoln Park
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

3073Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-PK4 6 138 12th Street, NE Washington, DC 20002 202-621-6581 www.appletreeinstitute.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
61 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 25 25 2 7 8 2 57 7 8 Black non-Hispanic 57

Enrollment by Subgroup (%)
Free or Reduced Lunch 48 Limited English Proficiency Special Education by level Level 1 50 Level 2 50 Level 3 Level 4 50 50 2 5 48

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

AppleTree Early Learning PCS – Lincoln Park
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
91 91

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2 2
7 38

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10 n < 10 n < 10

0

0

0 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

0.00 0.01

0

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 school’s policies, please visit http://bit.ly/1djn02G

25

AppleTree Early Learning PCS – Lincoln Park
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0%

0%

0%

0% -3%

0%

0%

-2%

-2%

-2%

-5%

-5%

Net Cumulative Change (%)
-5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

AppleTree Early Learning PCS – Oklahoma Ave
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1137Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-PK4 7 330 21st Street, NE Washington, DC 20002 202-525-7807 www.appletreeinstitute.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
162 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 4 <1 4 1 3 1 <1 91 3 1 Black non-Hispanic 91

Enrollment by Subgroup (%)
Free or Reduced Lunch 77 Limited English Proficiency Special Education by level Level 1 100 Level 2 Level 3 Level 4 100 2 3 77

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

AppleTree Early Learning PCS – Oklahoma Ave
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
91 91

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
7 11

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10 n < 10 n < 10

0

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
1

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

28

AppleTree Early Learning PCS – Oklahoma Ave
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0%

0%

0% -4%

0% -4%

0% -4%

0%

0%

-2%

-2%

-5%

-5%

Net Cumulative Change (%)
-5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

AppleTree Early Learning PCS – Southeast
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

3072Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-PK4 8 2118 Ridgecrest, 2017 Savannah, SE Washington, DC 20020 202-889-0643 www.appletreeinstitute.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
172 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 <1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 93 Limited English Proficiency Special Education by level Level 1 60 Level 2 40 Level 3 Level 4 40 60 4 4 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.

30

AppleTree Early Learning PCS – Southeast
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
84 91

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
7 11

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10 n < 10 n < 10

0

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

31

AppleTree Early Learning PCS – Southeast
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% 0%

0%

0% -3%

0% -4%

0% -4%

0% -4%

-2%

Net Cumulative Change (%)
-4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

AppleTree Early Learning PCS – Southwest
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

141Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-PK4 6 401 & 680 I Street, SW Washington, DC 20024 202-646-0094 www.appletreeinstitute.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
84 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian 1 1 17 White non-Hispanic 17 2 2 2 75 2 Black non-Hispanic 75

Enrollment by Subgroup (%)
Free or Reduced Lunch 63 Limited English Proficiency 14 Special Education by level Level 1 33 Level 2 33 Level 3 Level 4 33 33 33 33 6 6 63

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

AppleTree Early Learning PCS – Southwest
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
82 91

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
11 38

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

14 n < 10 1 15 n < 10 1
0

0n < 10 0n < 10 0n < 10 n < 10 n < 10

0

n < 10 n < 10 n < 10 13 n < 10 1 n < 10 n < 10 n < 10 n < 10 1

25

0

0

0 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

0.00 0.01

29

0

0 n < 10
This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

34

AppleTree Early Learning PCS – Southwest
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0%

0% -4%

0%

0%

0%

0%

0%

0%

-2%

-6%

-6%

-6%

-7%

-10%

-10%

Net Cumulative Change (%)
-10%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Arts and Technology Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

181Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 7 5300 Blaine Street, NE Washington, DC 20019 202-398-6811 www.artstechacademy.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
629 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency by level Level 1 33 Level 2 49 Level 3 12 Level 4 5 5 12 33 49 1 100

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

Arts and Technology Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
89 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8 23

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

28

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

37

Arts and Technology Academy PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

29 30

### ###

36 n < 25 53 36 n < 25 46 n < 25

39 39

### ###

38 n < 25 49 38 n < 25 42 n < 25

###

12 n < 25 22 n < 25

###

9 < 25 n 18 n < 25

29

###

36 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

39

###

38 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

37 38

43 43

40 41

n < 2540 50 n < 2541 49 n < 25 n < 25 n < 25

37 35

42 42

40 39

n < 2540 50 n < 2539 49 n < 25 n < 25 n < 25

37

43

40

40 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

37

42

40

40 n < 25 48 n < 25 n < 25 n < 25 n < 25
This School < City Average <

38

Arts and Technology Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0%

0%

0% -3%

0% -3%

0% -4%

0% -4%

0% -4%

-2%

-2%

Net Cumulative Change (%)
-4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Ballou High School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

452DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 8 3401 4th St. SE Washington, DC 20032 (202) 645-3400 www.balloudc.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

Total Enrollment (#)
791 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 36 by level Level 1 18 Level 2 34 Level 3 13 Level 4 35 13 35 18 34 36 99

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

Ballou High School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
68 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 7 11
11 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 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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

3 n < 10 3 n < 10 n < 10

1

60

1 n < 10 2 n < 10

52

1

3 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

0.00 0.54

This School < City Average * <

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.

41

Ballou High School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

23 21

### ###

19 n< 25 19 n< 25 n < 25

20 21

### ###

n13 < 25

49

n13 < 25 42 n < 25

6

###

6 n< 25 22 n < 25

4

###

n< 18 25 n < 25

23

###

18 n < 25 n < 25 n < 25 n < 25 n < 25

47

20

###

13 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

51 51

49 49

50 50

50 n < 25 50 50 n < 25 49 n < 25

47 47

32 32

40 39

n < 2540 50 n < 2539 49 n < 25

37

49

44

44 n < 25 43 n < 25

40

29

34

34 n < 25 43 n < 25

51

49

50

n < 25 n < 25 n < 25 n < 25 n < 25

49

50

47

32

40

40 n < 25 48 n < 25 n < 25 n < 25 n < 25

This School < City Average <

This School < City Average <

42

Ballou High School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Feb
17%

Mar
19%

Apr
20%

May
21%

4%

7%

9%

-2%

-4%

-4%

-7%

-9%

-11%

-15%

-17%

Net Cumulative Change (%)
4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Ballou STAY High School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

462DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

Adult 8 3401 4th St. SE Washington, DC 20032 (202) 645-3390 www.dcps.dc.gov/DCPS/ballouSTAY
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

Total Enrollment (#)
601 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education by level Level 1 56 Level 2 11 Level 3 4 4 30 Level 4 30 11 56 7 7 99

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

Ballou STAY High School
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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Bancroft Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

204DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 1 1755 Newton St. NW Washington, DC 20010 (202) 673-7280 www.dcps.dc.gov/DCPS/bancroft
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

Total Enrollment (#)
473 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 10 10 7 8 1 1 7 8 74

Enrollment by Subgroup (%)
Free or Reduced Lunch 77 Limited English Proficiency 65 Special Education 12 by level Level 1 71 Level 2 26 Level 3 Level 4 3 3 26 71 12 77

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

Bancroft Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 3 1 0
3 8 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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
0

0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10 n < 10

0

0

0

0

0

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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

Bancroft Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

49 45 43

### ### ### ###

n < 25 52 53 47 n < 25 46 43 n < 25 35 18 n< 25 22 n < 25 n < 25

35 33 25

### ### ### ###

n < 25 43 49 37 n < 25 42 33 n< 25 22 4 n< 18 25 n < 25 n < 25

46

###

n < 25 n < 25 n < 25 n < 25

47

59

30

###

37 n < 25 52
n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

50 49

64
61

n < 25 50 51 n < 25 n < 25 n < 25

53

56

56

66

60

n < 25 n < 25 n < 25 n < 25

52

60

64

64

64

n < 25 n < 25 n < 25 n < 25

55

64

This School < City Average <

This School < City Average <

48

Bancroft Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% 0%

1% -1%

1% -1%

1% -1%

2% -1%

3%

3%

3%

-2%

-2%

-3%

Net Cumulative Change (%)
1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Barnard Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

205DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 4 430 Decatur St. NW Washington, DC 20011 (202) 576-1100 www.dcps.dc.gov/DCPS/barnard
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

Total Enrollment (#)
569 Students

Enrollment by Race/Ethnicity (%)
Asian 1 1 52 41 3 Black non-Hispanic 52 Hispanic / Latino 41 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 3 3 3

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency 31 Special Education 14 by level Level 1 41 Level 2 25 Level 3 1 1 33 Level 4 33 25 41 14 99

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

Barnard Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2 2 1
3 8 23 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

2 n 5< 10 3 n< 10 7 1 n < 10 1 4 n < 11 10 n < 10 4 n< 10 7 0 n < 10 2 0 n3 < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

0

0

0 n < 10 0 n < 10 0 n < 10 n < 10

This School

Total Explusions (#)
0

0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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

Barnard Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

58 54 57 40

### ### ### ###

n < 25 49 53 49 n < 25 46 38 n < 25 35 n< 25 50 22 n < 25

56 57 52 37

### ### ### ###

53 n < 25 49 n < 25 42 53 n< 2539 22 44 n< 18 25 n < 25

58 58

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

47

49

56 53

### ###

n < 25 44 n < 25 n < 25 n < 25 n < 25

55

50

59

52

52

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

39 34

31 31

34 31

34 n < 25 50 31 n < 25 49 n < 25 n < 25 n < 25

51 56

44 44

46 47

n < 25 46 50 n < 25 47 49 n < 25 n < 25 n < 25

33 50

35 26

34 36

34 n < 25 49 36 n < 25 52 n < 25 n < 25 n < 25
This School < City Average <

42 57

44 40

43 47

n < 25 n < 25 n < 25 n < 25 n < 25

43
48

47

55

This School < City Average <

52

Barnard Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% -1%

2% -1%

2% -1%

3% -1%

4%

4%

6%

6%

-1%

-2%

-3%

-3%

Net Cumulative Change (%)
3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

3068Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

5th-9th 2 410 8th Street, NW Washington, DC 20004 202-393-5437 www.basisdc.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
443 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 28 28 4 7 6 1 4 55 7 6 <1 Black non-Hispanic 55

Enrollment by Subgroup (%)
Free or Reduced Lunch 40 Limited English Proficiency Special Education by level Level 1 70 Level 2 26 Level 3 Level 4 4 4 26 70 1 5 40

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

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 4 1 1
2 4 6 49

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

2 n < 10 4 < 10 n n < 10

29
1

35
1

9 n < 10

0

0 n < 10
1

29

3 n < 10

This School

Total Explusions (#)
0

0

0 n < 10 0 n < 10 1 n < 10

This School City Average *

Expulsion Rate (%)

0.00 0.35

0

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 school’s 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.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

77 63

### ###

n < 25

49

81 67

n < 25 42 n < 25 n < 25 n < 25

###

n < 25 n < 25 n < 25 n < 25

47

66

###

n < 25 44 n < 25 n < 25 n < 25

72

###

n < 25

91

94

###

n < 25

92

96

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

48 33

n < 25 n < 25 n < 25 n < 25 n < 25
49

52 43

n < 25 n < 25 n < 25 n < 25 n < 25
49

36

n < 25 n < 25 n < 25 n < 25

49

44

n < 25 n < 25 n < 25 n < 25

48

68

n < 25

59

62

n < 25

62

This School < City Average <

This School < City Average <

56

BASIS DC PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

<1%

<1%

<1%

<1%

<1%

<1%

<1%

-3%

-6%

-8%

-9%

-10%

-10%

-11%

Net Cumulative Change (%)
-10%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Beers Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

206DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 7 3600 Alabama Ave. SE Washington, DC 20020 (202) 939-4800 www.dcps.dc.gov/DCPS/beers
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

Total Enrollment (#)
384 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 22 by level Level 1 27 Level 2 26 Level 3 13 Level 4 34 13 34 27 26 22 99

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

Beers Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
91 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 4 2 1
3 8 23 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Beers Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

43 42

### ###

n < 25 47 53 47 n < 25 46 n < 25

44 44

### ###

n < 2541 49 n < 2541 42 n < 25

###

24 n< 25 22 n < 25

###

n 15 < 18 25 n < 25

43

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

47

44

###

41 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

57 59

42 42

49 48

n < 25 49 50 n < 25 48 49 n < 25 n < 25 n < 25

58 54

47 47

52 50

52 n < 25 50 50 n < 25 49 n < 25 n < 25 n < 25

57

42

48

n < 25 n < 25 n < 25 n < 25 n < 25

48
49

58

47

52

n < 25 n < 25 n < 25 n < 25 n < 25

48

52

This School < City Average <

This School < City Average <

60

Beers Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% 0%

3%

3%

4%

4%

5%

5%

6%

-2%

-2%

-2%

-2%

-3%

-3%

-4%

Net Cumulative Change (%)
2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Benjamin Banneker High School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

402DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 1 800 Euclid St. NW Washington, DC 20001 (202) 671-6320 www.dcps.dc.gov/DCPS/banneker
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

Total Enrollment (#)
394 Students

Enrollment by Race/Ethnicity (%)
Asian 1 1 85 11 2 Black non-Hispanic 85 Hispanic / Latino 11 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 2

Enrollment by Subgroup (%)
Free or Reduced Lunch 60 Limited English Proficiency Special Education by level Level 1 Level 2 Level 3 Level 4 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.

62

Benjamin Banneker High School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
0 19 32

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

5

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0n < 10 1 n < 10 n < 10 n < 10 0 n < 10 1
0

This School

Total Explusions (#)
0

0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School City Average *

Expulsion Rate (%)

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

Benjamin Banneker High School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

97 98

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

100 100

87 86

### ###

n < 25

49

96 95

n < 25 42 n < 25 n < 25 n < 25

96

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

100

87

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

95

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

62 60

81 81

70 70

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

70 70

62 61

70 65

66 63

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

66 63

62

77

68

n < 25 n < 25 n < 25 n < 25 n < 25

49

68

62

66

64

n < 25 n < 25 n < 25 n < 25 n < 25

48

64

This School < City Average <

This School < City Average <

64

Benjamin Banneker High School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% 0%

0% -1%

0% -1%

0% -1%

0% -1%

1% -1%

Net Cumulative Change (%)
0%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Booker T. Washington 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

151Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12, Adult 1 1346 Florida Avenue, NW Washington, DC 20009 202-232-6090 www.btwschool.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
362 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 94 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 <1 5 5 94

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency by level Level 1 24 Level 2 42 Level 3 22 Level 4 12 22 12 24 42 2 100

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

Booker T. Washington PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
86 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 8
11 32

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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 * <

3 n < 10 3 n < 10 n < 10

1

24

30

2

4 n < 10 n < 10

1

3 n < 10

This School

Total Explusions (#)
1

0

0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

67

Booker T. Washington PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% -1%

1%

1%

1%

1%

1%

1%

1%

-2%

-2%

-5%

-5%

-6%

-6%

-6%

Net Cumulative Change (%)
-5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Brent Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

212DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

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

Total Enrollment (#)
358 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 64 64 2 8 5 2 22 8 5 Black non-Hispanic 22

Enrollment by Subgroup (%)
Free or Reduced Lunch 11 Limited English Proficiency Special Education by level Level 1 76 Level 2 14 Level 3 Level 4 10 10 14 76 1 8 11

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

Brent Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1 1
3 23 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

0 n 5< 10 0 n< 10 7 n < 10 3 n < 11 10 n < 10 0 n< 10 7 0 n < 10 2 0 n3 < 10 n < 10
0

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 0 n < 10 0 n < 10 n < 10

This School

Total Explusions (#)
0

0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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

Brent Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

72 48

###

n < 25 n < 25 n < 25 n < 25 n < 25

81

72 68

###

n < 25 n < 25 n < 25 n < 25 n < 25

49

76

62

###

n < 25 n < 25 n < 25 n < 25

47

63

60

###

n < 25 44 n < 25 n < 25 n < 25

58

89

###

n < 25

90
91

86

###

n < 25

85

92

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

58

48

53

n < 25 n < 25 n < 25 n < 25 n < 25

50

53

66

41

54

n < 25 n < 25 n < 25 n < 25 n < 25

50

54

58

47

54

n < 25 n < 25 n < 25 n < 25 n < 25

49

54

58

47

n < 25 n < 25 n < 25 n < 25 n < 25

47
48

This School < City Average <

This School < City Average <

71

Brent Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% -1%

1%

2%

3%

4%

5%

-2%

-3%

-3%

-4%

-4%

Net Cumulative Change (%)
1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

142Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-1st 4 1250 Taylor Street, NW Washington, DC 20011 202-545-0515 www.bridgespcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
143 Students

Enrollment by Race/Ethnicity (%)
Asian 1 1 43 38 3 Black non-Hispanic 43 Hispanic / Latino 38 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 15 15 3

Enrollment by Subgroup (%)
Free or Reduced Lunch 68 Limited English Proficiency 42 Special Education 25 by level Level 1 38 Level 2 18 Level 3 Level 4 44 44 18 38 25 68

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

This School City Average *

In-Seat Attendance Rate (%)
90 91

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 6 13
10 23 42

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

0 n < 10 1 0 n < 10 2
0

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0 n < 10 0 n < 10 2 n < 10 0 n < 10 2

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

0 n < 10 n < 10 n < 10 0 n < 10 1
This School < City Average * <

0

This School City Average *

Expulsion Rate (%)

0.00 0.01

0

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 school’s 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 school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0%

2%

3%

3%

3%

4%

4%

-2%

-2%

-2%

-3%

-3%

-5%

-6%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Brightwood Education Campus
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

213DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-8th 4 1300 Nicholson St. NW Washington, DC 20011 (202) 722-5670 www.dcps.dc.gov/DCPS/brightwood
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

Total Enrollment (#)
573 Students

Enrollment by Race/Ethnicity (%)
Asian 1 1 27 71 Black non-Hispanic 27 Hispanic / Latino 71 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency 49 Special Education 10 by level Level 1 64 Level 2 34 Level 3 Level 4 2 2 34 64 10 99

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

Brightwood Education Campus
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2 1
0 7 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 1 n < 10

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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

Brightwood Education Campus
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

35 34 27 4

### ### ###

n < 25 48 53 48 n < 25 46 38 n < 25 35 n < 25 n < 25

33 35 24

### ### ###

n < 25 42 49 42 n < 25 42 29 n< 25 22 n < 25 n < 25

36 33

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

47

48
59

40 30

### ###

43 n < 25 44 n < 25 n < 25 n < 25 n < 25

47

41

52

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

56
57

53 53 58

54 54 54

54 54 56

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

54
54 56

51

56

53

47 53

64 59

55 55

n < 25 n < 25 n < 25 n < 25 n < 25

49

55 55

52 53

43 60

48 56

n < 25 n < 25 n < 25 n < 25 n < 25

48

48
55

52

56

This School < City Average <

This School < City Average <

78

Brightwood Education Campus
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May
14%

1% 0%

2%

3%

4%

5%

7%

9%

-2%

-2%

-3%

-3%

-3%

-4%

-4%

Net Cumulative Change (%)
9%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

126Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-PK4, Adult 1 2333 Ontario Road, NW Washington, DC 20009 202-797-7337 www.briya.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
436 Students

Enrollment by Race/Ethnicity (%)
Asian 3 3 11 85 Black non-Hispanic 11 Hispanic / Latino 85 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 <1

Enrollment by Subgroup (%)
Free or Reduced Lunch 97 Limited English Proficiency 88 Special Education* 12 by level Level 1 100 Level 2 Level 3 Level 4 100 12 97

88

*Special Education enrollment rate only includes Pre-K students.

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

This School City Average *

In-Seat Attendance Rate (%)
80 91

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 6
7 22

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

0 n < 10 1 0 n < 10 2
0

0n < 10 0n < 10 0n < 10 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 0 n < 10 2

0

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

0

This School City Average *

Expulsion Rate (%)

0.00 0.07

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 school’s 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 school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% 0%

0% 0%

0% 0%

0% 0%

0% 0%

0% 0%

Net Cumulative Change (%)
0%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Brookland Education Campus @ Bunker Hill
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

346DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-8th 5 1401 Michigan Ave. NE Washington, DC 20017 (202) 576-6095 www.dcps.dc.gov/DCPS/brookland
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

Total Enrollment (#)
274 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 90 Hispanic / Latino 10 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 10 90

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 61 Level 2 34 Level 3 Level 4 5 5 34 61 7 99

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

Brookland Education Campus @ Bunker Hill
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
0 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 1 n < 10

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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

Brookland Education Campus @ Bunker Hill
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

38 31

### ###

36 n < 25 53 36 n < 25 46 n < 25

37 34

### ###

38 n < 25 49 38 n < 25 42 n < 25

16

###

21 n< 25 22 n < 25

14

###

9 < 25 n 18 n < 25

35 56

###

35 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

36 44

###

39 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

41 39

37 37

39 38

n < 2539 50 38 n < 25 49 n < 25

46 44

46 46

46 45

n < 25 46 50 n < 25 45 49 n < 25

37

36

36

36 n < 25 43 n < 25

52

50

51

51 n < 25 43 n < 25

41

37

39

39 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

45

46

45

n < 25 n < 25 n < 25 n < 25 n < 25

45
48

This School < City Average <

85

Brookland Education Campus @ Bunker Hill
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

2% 0%

3%

5%

6%

7%

7%

9%

9%

-3%

-4%

-5%

-5%

-6%

-6%

-7%

Net Cumulative Change (%)
2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Browne Education Campus
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

404DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-8th 5 850 26th St. NE Washington, DC 20002 (202) 671-6210 www.dcps.dc.gov/DCPS/browne
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

Total Enrollment (#)
364 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 97 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 1 1 97

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 53 Level 2 26 Level 3 12 Level 4 9 12 9 26 53 5 99

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

Browne Education Campus
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
91 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
7 22

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

7

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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

0

0

0n < 10
1

3 n < 10 n < 10

0

1 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Browne Education Campus
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

22 22

### ###

38 n < 25 53 38 n < 25 46 n < 25

20 17

### ###

n < 26 25

49

n < 26 25 42 n < 25

14

###

24 n< 25 22 n < 25

5

###

8 < 25 n 18 n < 25

21

###

39 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

20

###

27 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

36 37

66 66

50 52

50 n < 25 50 52 n < 25 49 n < 25

34 33

52 52

43 43

n < 25 43 50 n < 25 43 49 n < 25

57

64

60

n < 25 43 n < 25

60

36

51

42

42 n < 25 43 n < 25

36

67

51

n < 25 n < 25 n < 25 n < 25 n < 25

49

51

33

52

42

n < 25 n < 25 n < 25 n < 25 n < 25

42

48

This School < City Average <

This School < City Average <

89

Browne Education Campus
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May
12%

1% -1%

5%

5%

6%

7%

10%

11%

-3%

-3%

-5%

-6%

-6%

-6%

-9%

Net Cumulative Change (%)
3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Bruce-Monroe Elementary School @ Park View
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

296DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 1 3560 Warder St. NW Washington, DC 20010 (202) 576-6222 bmpv.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

Total Enrollment (#)
442 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 21 Hispanic / Latino 77 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 21 77

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency 62 Special Education 11 by level Level 1 76 Level 2 18 Level 3 Level 4 7 7 18 76 11 99

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

Bruce-Monroe Elementary School @ Park View
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1 0 1
3 8 23 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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

Bruce-Monroe Elementary School @ Park View
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

### ### ###

n < 2540 49 n < 2540 42 36 n< 25 22 n < 25 n < 25

56 n < 25 35 n < 25 n < 25

35 44

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

47

52

29 26

### ###

36 n < 25 44 n < 25 n < 25 n < 25 n < 25

58
59

42

52

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 2541 50 n < 2541 49 n < 25 44 51 38 n < 25 43 n < 25

64 64 72 65

59 59 37

62 61 56 54

n < 25 n < 25 n < 25

50 49

62 61

53

56

n < 25 43 n < 25

54

48 40

22 45

38 43

38 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

64 64

40 62

54 63

n < 25 n < 25 n < 25 n < 25 n < 25

48

54
55

43

52

63

This School < City Average <

93

Bruce-Monroe Elementary School @ Park View
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

1%

2%

3%

4%

4%

5%

6%

-2%

-3%

-4%

-4%

-4%

-5%

-6%

Net Cumulative Change (%)
0%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Burroughs Education Campus
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

220DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-8th 5 1820 Monroe St. NE Washington, DC 20018 (202) 576-6150 www.dcps.dc.gov/DCPS/burroughs
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

Total Enrollment (#)
283 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 88 Hispanic / Latino 10 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 10 88

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 38 Level 2 25 Level 3 4 4 32 Level 4 32 25 38 6 99

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

Burroughs Education Campus
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1 0
0 7

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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

0

0

0n < 10 0 n < 10 1 n < 10

0

1 n < 10

This School

Total Explusions (#)
0

0

0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School City Average *

Expulsion Rate (%)

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

Burroughs Education Campus
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

55 51

### ###

n < 25 n < 25 n < 25

57 57

53 48

### ###

n < 25 47 49 47 n < 25 42 n < 25

27

###

31 n< 25 22 n < 25

27

###

28 n< 18 25 n < 25

53

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

56

51

###

48 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

58 57

51 51

55 53

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

55

60 58

43 43

52 50

52 n < 25 50 50 n < 25 49 n < 25 n < 25 n < 25

53

59

50

55

n < 25 n < 25 n < 25 n < 25 n < 25

49

55

56

42

49

n < 25 n < 25 n < 25 n < 25 n < 25

48

49

This School < City Average <

This School < City Average <

97

Burroughs Education Campus
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May
12%

1% -1%

4%

4%

6%

8%

9%

11%

-1%

-2%

-2%

-3%

-4%

-5%

-5%

Net Cumulative Change (%)
7%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Burrville Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

221DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 7 801 Division Ave. NE Washington, DC 20019 (202) 671-6020 www.burrvillees.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

Total Enrollment (#)
357 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education by level Level 1 75 Level 2 22 Level 3 Level 4 3 3 22 75 9 9 99

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

Burrville Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
91 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8

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

6

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Burrville Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

35 34

### ###

30 n < 25

36 33

### ###

n < 2539 49 n < 2539 42 n < 25 n < 25 n < 25

30 n < 25 46 n < 25 n < 25 n < 25

34

###

30 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

35

###

39 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

25 25

41 41

32 33

32 n < 25 50 33 n < 25 49 n < 25 n < 25 n < 25

26 27

42 42

34 35

34 n < 25 50 35 n < 25 49 n < 25 n < 25 n < 25

24

41

32

32 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

26

42

34

34 n < 25 48 n < 25 n < 25 n < 25 n < 25
This School < City Average <

101

Burrville Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

1% -1%

1% -1%

2%

2%

3%

3%

4%

-3%

-4%

-4%

-4%

-4%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

C.W. Harris Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

247DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 7 301 53rd St. SE Washington, DC 20019 (202) 645-3188 www.dcps.dc.gov/DCPS/harris
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

Total Enrollment (#)
265 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 98 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 98

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 40 Level 2 20 Level 3 2 2 38 Level 4 38 20 40 1 99

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

C.W. Harris Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8

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

6

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

25

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

C.W. Harris Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

19 19

### ###

31 n < 25

15 16

### ###

28 n < 25

49

31 n < 25 46 n < 25 n < 25 n < 25

28 n < 25 42 n < 25 n < 25 n < 25

19

###

31 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

15

###

28 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

74 75

60 60

68 67

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

68 67

31 29

43 43

37 36

37 n < 25 50 36 n < 25 49 n < 25 n < 25 n < 25

74

60

68

n < 25 n < 25 n < 25 n < 25 n < 25

49

68

31

43

37

37 n < 25 48 n < 25 n < 25 n < 25 n < 25

This School < City Average <

This School < City Average <

105

C.W. Harris Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr
14%

May
15%

1% -1%

4%

5%

9%

11%

-5%

-5%

-5%

-6%

-8%

-8%

-9%

Net Cumulative Change (%)
6%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Capital City PCS – High School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1207Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 4 100 Peabody Street, NW Washington, DC 20011 202-808-9800 www.ccpcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
321 Students

Enrollment by Race/Ethnicity (%)
Asian 2 2 41 54 <1 <1 2 Black non-Hispanic 41 Hispanic / Latino 54 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 2 1

Enrollment by Subgroup (%)
Free or Reduced Lunch 79 Limited English Proficiency 16 Special Education 20 by level Level 1 10 Level 2 44 Level 3 27 Level 4 19 27 19 10 44 79

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

Capital City PCS – High School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
91 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 6
11 19 32

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

1

0n < 10 1 0 n < 10 2 n < 10
1

1 n < 10 1 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
2

0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

108

Capital City PCS – High School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

### ###

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

62

### ###

n < 25

49

72 72

60

n < 25 42 n < 25 n < 25 n < 25 n < 25

###

n < 25 n < 25 n < 25 n < 25

57
59

###

n < 25 n < 25 n < 25 n < 25

52

71

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

33 35

48 49

40 43

n < 2540 50 n < 25 43 49 n < 25 n < 25 n < 25

41 39

69 71

55 57

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

55 57

31 35

42 43 39

n < 25

42

49

42 41

51 72 57

n < 25 n < 25 n < 25 n < 25 n < 25

48

51
55

39 n < 25 52 n < 25 n < 25 n < 25
This School < City Average <

57

This School < City Average <

109

Capital City PCS – High School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0%

0%

0%

1% -3%

1% -3%

1% -3%

1%

-2%

-2%

-2%

-4%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Capital City PCS – Lower School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

184Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-4th 4 100 Peabody Street, NW Washington, DC 20011 202-808-9800 www.ccpcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
325 Students

Enrollment by Race/Ethnicity (%)
Asian 2 2 35 34 7 Black non-Hispanic 35 Hispanic / Latino 34 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 23 23 7

Enrollment by Subgroup (%)
Free or Reduced Lunch 55 Limited English Proficiency 28 Special Education 10 by level Level 1 36 Level 2 12 Level 3 28 Level 4 24 12 28 24 36 10 55

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

Capital City PCS – Lower School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 4 2 1
3 8 46

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

4 n 5< 10 6 n6 < 10 3 n < 10 1 16 n< 10 9 n < 10 6 n6 < 10 4 n < 10 1 0 n3 < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

0

0

0 n < 10 0 n < 10 0 n < 10 n < 10

This School

Total Explusions (#)
0

0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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 school’s policies, please visit http://bit.ly/1djn02G

112

Capital City PCS – Lower School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

### ###

n < 25 44 53 n < 26 25 n < 25 n < 25 n < 25
46

### ###

n < 25 48 49 38 n < 25 42 n < 25 n < 25 n < 25

### ###

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

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

Capital City PCS – Lower School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% -1%

0% -1%

0% -1%

0% -1%

0% -1%

0%

-2%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Capital City PCS – Middle School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

182Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

5th-8th 4 100 Peabody Street, NW Washington, DC 20011 202-808-9800 www.ccpcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
298 Students

Enrollment by Race/Ethnicity (%)
Asian 5 5 33 52 3 Black non-Hispanic 33 Hispanic / Latino 52 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 7 7 3

Enrollment by Subgroup (%)
Free or Reduced Lunch 74 Limited English Proficiency 30 Special Education 19 by level Level 1 14 Level 2 48 Level 3 27 Level 4 11 11 27 14 48 74

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

Capital City PCS – Middle School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
6

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

17 n < 10 22 17 n < 10 27 18 n < 12 10 n < 10 7 n3 < 10 n < 10 21
27

1n < 10

0n < 10 1
0

1n < 10 2 n < 10

27

32

1

0

0 n < 10 0 n < 10 1

This School

Total Explusions (#)
1

17 n< 10 9 10 n< 10 9 n < 10 0 n < 10 1
This School < City Average * <

0

1 n < 10

0 n < 10 1 n < 10
0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

116

Capital City PCS – Middle School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

### ### ### ###

n < 25 51 53 n < 25 44 46 33 n < 25 35 21 n< 25 22 n < 25

### ### ### ###

n < 25

49

62

n < 25 42 56 38 n< 25 22 34 n< 18 25 n < 25

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

43
47

###
59

n < 25 44 n < 25 n < 25 n < 25 n < 25

57

47

###

52

60

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

35 32 29 29

n < 25 n < 25 n < 25 n < 25 n < 25

49 49 53 28

n < 25 n < 25 n < 25 n < 25 n < 25

39 30

n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <

45 51

n < 25 n < 25 n < 25 n < 25 n < 25
This School < City Average <

117

Capital City PCS – Middle School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

2% -1%

2% -1%

2%

2%

2%

2%

2%

-3%

-3%

-3%

-4%

-4%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Capitol Hill Montessori @ Logan
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

360DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-6th 6 215 G Street NE Washington, DC 20002 (202) 698-4467 http://capitolhillmontessorischool.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

Total Enrollment (#)
224 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 39 39 1 4 7 1 49 4 7 Black non-Hispanic 49

Enrollment by Subgroup (%)
Free or Reduced Lunch 17 Limited English Proficiency Special Education by level Level 1 88 Level 2 13 Level 3 Level 4 13 88 2 4 17

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

Capitol Hill Montessori @ Logan
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 4
8 47

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

0 n 5< 10 0 n< 10 7 n < 10 n < 10 n < 10 0 n< 10 7 n < 10 0 n3 < 10 n < 10
0

0n < 10 0n < 10 n < 10 n < 10 n < 10

0

0

0 n < 10 n < 10

This School

Total Explusions (#)
0

0

0 n < 10 n < 10

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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

Capitol Hill Montessori @ Logan
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

Capitol Hill Montessori @ Logan
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% 0%

1% -1%

1% -1%

1%

3%

4%

-2%

-3%

-3%

Net Cumulative Change (%)
1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Cardozo Education Campus
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

454DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-12th 1 1200 Clifton St. NW Washington, DC 20009 (202) 673-7385 www.cardozohs.com
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

Total Enrollment (#)
537 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 68 Hispanic / Latino 30 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 30 68

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency 24 Special Education 30 by level Level 1 20 Level 2 40 Level 3 18 Level 4 22 18 22 20 40 99

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

Cardozo Education Campus
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
79 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 16 13
11 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.

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

1

1

2 n < 10 3 n < 10 n < 10

51

2

50
1

4 n < 10

This School

Total Explusions (#)
0

0

2 n < 10 n < 10 n < 10 n < 10

This School City Average *

Expulsion Rate (%)

0.00 0.54

This School < City Average * <

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.

124

Cardozo Education Campus
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

32 29

### ### ###

33 n < 25

26 23

### ### ###

20 n< 25

49

33 n < 25 46 n < 27 25 35 10 n < 25 22 n < 25

20 n< 25 42 9 < 25 n 22

6

###

12

### 3n < 18 25 n < 25

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

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

50 50

53 53

52 52

52 n < 25 50 52 n < 25 49 n < 25 n < 25 n < 25

51 51

34 34

42 41

n < 25 42 50 n < 25 41 49 n < 25 n < 25 n < 25

50

53

52

n < 25 n < 25 n < 25 n < 25 n < 25

49

52

50

34

41

n < 25 n < 25 n < 25 n < 25 n < 25

41

48

This School < City Average <

This School < City Average <

125

Cardozo Education Campus
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Mar
17%

Apr
19%

May
20%

2% -1%

7%

8%

11%

-4%

-6%

-8%

-9%

-11%

-16%

-18%

Net Cumulative Change (%)
2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Carlos Rosario International 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1119Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

Adult 1 1100 Harvard Street, NW Washington, DC 20009 202-797-4700 www.carlosrosario.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
2026 Students

Enrollment by Race/Ethnicity (%)
Asian 3 3 23 71 <1 <1 <1 2 Black non-Hispanic 23 Hispanic / Latino 71 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 0 0 2

Enrollment by Subgroup (%)
Free or Reduced Lunch * 84 Limited English Proficiency 93 Special Education by level Level 1 Level 2 Level 3 Level 4 84

93

* Free or reduced lunch is a proxy for low income.

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

Carlos Rosario International 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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

0 n < 10 2 n < 10 0 n < 10 1 n < 10 n < 10 0 n3 < 10
0

0n < 10 n < 10

0

0n < 10 n < 10 n < 10

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

0

This School City Average *

Expulsion Rate (%)

0.00 0.24

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 school’s policies, please visit http://bit.ly/1djn02G

128

Center City PCS – Brightwood
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1103Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK4-8th 4 6008 Georgia Avenue, NW Washington, DC 20011 202-723-3322 www.centercitypcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
238 Students

Enrollment by Race/Ethnicity (%)
Asian 1 <1 44 55 Black non-Hispanic 44 Hispanic / Latino 55 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency 40 Special Education 10 by level Level 1 41 Level 2 41 Level 3 14 Level 4 5 5 14 41 41 10 100

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

Center City PCS – Brightwood
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 0 0
0 7 48

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 1 n < 10

0

0

41

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

130

Center City PCS – Brightwood
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 42 57 n< 25 44 22 n < 25 n < 25

56 n < 25 35 n < 25 n < 25

56 46

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

47 59

74

54 36

### ###

n < 25 44 n < 25 n < 25 n < 25 n < 25

58

63

52

55

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 n < 25 n < 25 n < 25 n < 25

50 49 51

76
75 68

59 59 68

64 64 76

62 62 72

n < 25 n < 25 n < 25 n < 25 n < 25

50 49 53

62
62 72

83 74

74 71

79 72

n < 25 n < 25 n < 25 n < 25 n < 25

49 52

79 72

59 61

64 69

61 65

n < 25 n < 25 n < 25 n < 25 n < 25

48

61 65

55

This School < City Average <

This School < City Average <

131

Center City PCS – Brightwood
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0%

0%

0% -3%

0% -3%

0% -3%

0% -3%

0% -3%

-2%

-2%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Center City PCS – Capitol Hill
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1104Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK4-8th 6 1503 East Capitol Street, SE Washington, DC 20003 202-547-7556 www.centercitypcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
230 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 <1 0 <1 0 <1 99 Black non-Hispanic 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency Special Education 12 by level Level 1 36 Level 2 43 Level 3 14 Level 4 7 7 14 36 43 12 100

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

Center City PCS – Capitol Hill
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
2 7 22

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

5

7

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

n < 11 10 n < 10 14 n < 10

22 22

0n < 10 0n < 10 n < 10

0

n < 1020 n < 10 n < 10 14 n < 10 n < 10 n < 10 n < 10 23

54

0 n < 10 1 n < 10
0

0 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
1

This School City Average *

Expulsion Rate (%)

0.44 0.14

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

134

Center City PCS – Capitol Hill
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

48 42

### ###

n < 254053 n < 2540 46 n < 25 n < 25 n < 25

50 43

### ###

n < 25 42 49 42 n < 25 42 n < 25 n < 25 n < 25

48

###

39 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

50

###

42 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

56 54

46 46

51 49

51 n < 25 50 49 n < 25 49 n < 25 n < 25 n < 25

62 57

39 39

51 46

51 n < 25 50 n < 25 46 49 n < 25 n < 25 n < 25

56

45

51

n < 25 n < 25 n < 25 n < 25 n < 25

49

51

62

39

51

n < 25 n < 25 n < 25 n < 25 n < 25

48

51

This School < City Average <

This School < City Average <

135

Center City PCS – Capitol Hill
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0%

0% -4%

0%

0%

0%

0%

0%

0%

-2%

-5%

-5%

-6%

-7%

-9%

-10%

Net Cumulative Change (%)
-10%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Center City PCS – Congress Heights
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1105Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK4-8th 8 220 Highview Place, SE Washington, DC 20032 202-562-7070 www.centercitypcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
254 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 <1 100 Black non-Hispanic 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency by level Level 1 24 Level 2 60 Level 3 12 Level 4 4 4 12 24 60 0 100

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

Center City PCS – Congress Heights
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
92 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
2 7 22

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

5

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

n < 11 10 n < 10 14 n < 10

23 23

0n < 10 0n < 10 n < 10

0

n < 1020 n < 10 n < 10 14 n < 10 n < 10 n < 10 n < 10 23

40

0 n < 10 1 n < 10
0

0 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
4

This School City Average *

Expulsion Rate (%)

1.57 0.14

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

138

Center City PCS – Congress Heights
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

34 31

### ###

n < 25 48 53 48 n < 25 46 n < 25 n < 25 n < 25

35 33

### ###

n < 25 48 49 48 n < 25 42 n < 25 n < 25 n < 25

34

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

48

35

###

48 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

45 44

62 62

53 53

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

53 53

54 54

65 65

59 59

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

59 59

45

62

53

n < 25 n < 25 n < 25 n < 25 n < 25

49

53

54

65

59

n < 25 n < 25 n < 25 n < 25 n < 25

48

59

This School < City Average <

This School < City Average <

139

Center City PCS – Congress Heights
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

1%

1%

1%

1%

1%

1%

1%

-2%

-4%

-4%

-4%

-6%

-7%

-7%

Net Cumulative Change (%)
-7%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Center City PCS – Petworth
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1106Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK4-8th 4 510 Webster Street, NW Washington, DC 20011 202-726-9212 www.centercitypcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
235 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 47 Hispanic / Latino 49 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 1 1 1 <1 <1 <1 47 49

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency 27 Special Education 14 by level Level 1 58 Level 2 36 Level 3 Level 4 6 6 36 58 14 100

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

Center City PCS – Petworth
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1 0
2 22 48

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 1 n < 10

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
2

0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

142

Center City PCS – Petworth
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

57 58 33

### ### ### ###

n < 25 n < 25 n < 25 35

64 64 63

50 46 10

### ### ### ###

n < 25

49

58

n < 25 42 58 n< 25 45 22 37 n< 18 25 n < 25

n< 2541 22 n < 25

58 56

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

47

64
59

56 41

### ###

n < 25 44 n < 25 n < 25 n < 25 n < 25
52

65

62

51

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

75 76

60 60

67 67

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

67 67

57 54

63 63

60 59

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

60 59

76 73

61 60

68 66

n < 25 n < 25 n < 25 n < 25 n < 25

49 52

68 66

51 65

68 59

59 62

n < 25 n < 25 n < 25 n < 25 n < 25

48

59 62

55

This School < City Average <

This School < City Average <

143

Center City PCS – Petworth
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0% -1%

0%

0%

0%

0% -3%

0% -3%

-2%

-2%

-2%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Center City PCS – Shaw
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1107Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK4-8th 6 711 N Street, NW Washington, DC 20001 202-234-1093 www.centercitypcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
218 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 74 Hispanic / Latino 26 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 26 74

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency 14 Special Education 12 by level Level 1 46 Level 2 43 Level 3 11 Level 4 11 46 43 100

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

Center City PCS – Shaw
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 0
2 7 22

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.

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 1 n < 10

0

0

22

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

146

Center City PCS – Shaw
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

41 40

### ###

n < 25 45 53 n < 25 45 46 n < 25 n < 25 n < 25

36 37

### ###

n < 2540 49 n < 2540 42 n < 25 n < 25 n < 25

41 40

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

45
47

38 30

### ###

39 n < 25 44 n < 25 n < 25 n < 25 n < 25

46

59

44

52

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

56 55

57 57

56 56

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

56 56

53 54

68 68

60 61

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

60 61

58 46

59 44

58 45

n < 25 n < 25 n < 25 n < 25 n < 25

49

58

57 49

67 75

61 64

n < 25 n < 25 n < 25 n < 25 n < 25

48

61 64

45

52

55

This School < City Average <

This School < City Average <

147

Center City PCS – Shaw
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0% -1%

0%

0% -3%

0% -3%

0% -3%

0% -3%

-2%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Center City PCS – Trinidad
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1108Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK4-8th 5 1217 West Virginia Avenue, NE Washington, DC 20002 202-397-1614 www.centercitypcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
230 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 98 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 0 1 <1 98

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency by level Level 1 56 Level 2 30 Level 3 15 Level 4 15 30 56 1 100

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

Center City PCS – Trinidad
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
92 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
2 7 22

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

5

8

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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

0n < 10 0n < 10 n < 10

0

52
1

4 n < 10 n < 10

32

0

0 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
2

This School City Average *

Expulsion Rate (%)

0.87 0.14

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

150

Center City PCS – Trinidad
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

41 34

### ###

n < 25 48 53 48 n < 25 46 n < 25 n < 25 n < 25

41 36

### ###

36 n < 25 49 36 n < 25 42 n < 25 n < 25 n < 25

43

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

48

42

###

34 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

59 55

41 41

49 46

n < 25 49 50 n < 25 46 49 n < 25 n < 25 n < 25

56 61

35 35

45 45

n < 25 45 50 n < 25 45 49 n < 25 n < 25 n < 25

59

41

49

n < 25 n < 25 n < 25 n < 25 n < 25

49

49

56

33

44

n < 25 n < 25 n < 25 n < 25 n < 25

44
48

This School < City Average <

This School < City Average <

151

Center City PCS – Trinidad
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

1% -3%

1% -3%

1%

1%

1%

1%

-4%

-4%

-4%

-4%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

César Chávez PCS for Public Policy – Capitol Hill
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

153Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 6 709 12th Street, SE Washington, DC 20003 202-547-3424 www.chavezschools.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
409 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 85 Hispanic / Latino 15 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 15 85

Enrollment by Subgroup (%)
Free or Reduced Lunch 82 Limited English Proficiency by level Level 1 12 Level 2 47 Level 3 18 Level 4 23 18 23 12 47 3 82

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

César Chávez PCS for Public Policy – Capitol Hill
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
89 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2
11 19 32

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

9

11

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days

n < 1021 n < 10 14 n < 12 10 n < 10 n < 10 n < 10

28 28

0n < 10 1 0n < 10 1 0n < 10 1

24

33

33

0 n < 10 2 n < 10

24

29

0 n < 10 1
0

This School

Total Explusions (#)
8

19 n <10 10 n < 10 n < 10 n < 10
This School < City Average * <

0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

154

César Chávez PCS for Public Policy – Capitol Hill
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

56 58

### ###

n < 25 42 53 n < 25 44 46 n < 25 n < 25 n < 25

40 42

### ###

n < 25 48 49 n < 25 4251 n < 25 n < 25 n < 25

50 80

###

37 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

38 48

###

45 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

74 75

57 57

66 66

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

66 66

50 58

59 64

54 61

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

54 61

73 74

57

66 64

n < 25 n < 25 n < 25 n < 25 n < 25

49 52

66 64

50

55

52

n < 25 n < 25 n < 25 n < 25 n < 25

48

52

This School < City Average <

This School < City Average <

155

César Chávez PCS for Public Policy – Capitol Hill
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0% -1%

0%

0% -3%

0% -4%

0% -4%

0%

0%

-2%

-5%

-7%

Net Cumulative Change (%)
-6%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

César Chávez PCS for Public Policy – Chávez Prep
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

127Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-9th 1 770 Kenyon Street, NW Washington, DC 20010 202-723-3975 www.chavezschools.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
318 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 28 Hispanic / Latino 72 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 28 72

Enrollment by Subgroup (%)
Free or Reduced Lunch 94 Limited English Proficiency 38 Special Education 12 by level Level 1 31 Level 2 58 Level 3 Level 4 8 3 8 3 31 58 12 94

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

César Chávez PCS for Public Policy – Chávez Prep
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
89 89

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 3 3 0
7 43

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

6

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days

n < 10 n < 10 n < 10 15 n < 10 n < 10 n < 10

22 22

26

0n < 10 1 0n < 10 2 0n < 10 1
38

31

26 25

0 n < 10 2 n < 10

31

34

0 n < 10 2
0

This School

Total Explusions (#)
3

18 n < 12 10 n < 10 n < 10 n < 10
This School < City Average * <

0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

158

César Chávez PCS for Public Policy – Chávez Prep
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

73 74 59 41

### ### ### ###

n < 25 n < 25 n < 25 35

78 78 72

47 48 27 14

### ### ### ###

53 n < 25 49 n < 25 42 53 n< 2541 22 20 n< 18 25 n < 25

n< 25 43 22 n < 25

76 72

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

47 59

74

58 44

### ###

n < 25 44 n < 25 n < 25 n < 25 n < 25

54

80

52

52

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 n < 25 n < 25

50 49 51

61 61 63

50 51 45 47

54 54 48

52 52 46 55

52 n < 25 50 52 n < 25 49 n < 25 46 53 n < 25 43 n < 25 55

n < 25 43 n < 25

54

68 62

57 58

62 60

n < 25 n < 25 n < 25 n < 25 n < 25

49 52

62 60

56 47

67 50

62 49

n < 25 n < 25 n < 25 n < 25 n < 25

48

62

49

55

This School < City Average <

This School < City Average <

159

César Chávez PCS for Public Policy – Chávez Prep
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0%

0%

0%

0%

0% -3%

0% -4%

0% -4%

-2%

-2%

-2%

-2%

Net Cumulative Change (%)
-4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

César Chávez PCS for Public Policy – Parkside High School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

109Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 7 3701 Hayes Street, NE Washington, DC 20019 202-398-2230 www.chavezschools.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
391 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 91 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 <1 8 8 91

Enrollment by Subgroup (%)
Free or Reduced Lunch 81 Limited English Proficiency by level Level 1 16 Level 2 51 Level 3 31 Level 4 2 2 31 16 51 2 81

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

César Chávez PCS for Public Policy – Parkside High School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
88 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 6 3 3
11 19 32

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0n < 10 1 n < 10 43 0 n < 10 2 n < 10

26

26

0 n < 10 1
0

This School

Total Explusions (#)
6

0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

162

César Chávez PCS for Public Policy – Parkside High School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

51 48

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

64 64

47 49

### ###

53 n < 25 49 n < 25 4250 n < 25 n < 25 n < 25

52

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

63

46

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

53

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

63 58

50 50

58 54

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

58

63 64

60 61

62 63

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

62 63

54

68

49

60

n < 25 n < 25 n < 25 n < 25 n < 25

49

60

63

60

62

n < 25 n < 25 n < 25 n < 25 n < 25

48

62

This School < City Average <

This School < City Average <

163

César Chávez PCS for Public Policy – Parkside High School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0% -1%

0% -3%

0% -4%

1%

1%

1%

-4%

-4%

-4%

Net Cumulative Change (%)
-4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

César Chávez PCS for Public Policy – Parkside Middle School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

102Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-8th 7 3701 Hayes Street, NE Washington, DC 20019 202-398-2230 www.chavezschools.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
318 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 95 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 5 5 95

Enrollment by Subgroup (%)
Free or Reduced Lunch 88 Limited English Proficiency by level Level 1 11 Level 2 65 Level 3 22 Level 4 2 2 22 11 65 1 88

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

César Chávez PCS for Public Policy – Parkside Middle School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
90 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 3 3
4 6 21

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0n < 10 1 n < 10

30

35

65

0 n < 10 2 n < 10

31

52

0 n < 10 1
0

This School

Total Explusions (#)
12

33

0 n < 10 n < 10 n < 10 n < 10

This School City Average *

Expulsion Rate (%)

3.77 0.43

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

166

César Chávez PCS for Public Policy – Parkside Middle School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

57 63

### ###

n < 25 50 53 50 n < 25 46 n < 25

41 40

### ###

n < 2541 49 n < 2540 42 n < 25

23

###

20 n< 25 22 n < 25

17

###

6 n< 18 25 n < 25

58

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

50

41

###

40 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

59 60

49 51

54 55

n < 25 n < 25 n < 25

50 49

54 55

48 47

40 39

44 42

n < 25 44 50 n < 25 42 49 n < 25

61

52

56

n < 25 43 n < 25

56

61

43

50

50 n < 25 43 n < 25

59

49

53

n < 25 n < 25 n < 25 n < 25 n < 25

49

53

48

38

43

n < 25 n < 25 n < 25 n < 25 n < 25

43
48

This School < City Average <

This School < City Average <

167

César Chávez PCS for Public Policy – Parkside Middle School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0%

0% -3%

0%

0%

0%

0%

0%

-2%

-5%

-6%

-6%

-7%

-8%

Net Cumulative Change (%)
-8%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Cleveland Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

224DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 1 1825 8th St. NW Washington, DC 20001 (202) 939-4380 www.dcps.dc.gov/DCPS/cleveland
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

Total Enrollment (#)
297 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 67 Hispanic / Latino 29 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 2 2 1 1 29 67

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency 21 Special Education 10 by level Level 1 64 Level 2 14 Level 3 4 4 18 Level 4 18 14 64 99

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

Cleveland Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2 1
3 23 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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

Cleveland Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

74 72

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

68 68

67 61

### ###

n < 25

49

71 71

n < 25 42 n < 25 n < 25 n < 25

73 77

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

68

70 58

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

74

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

58 52

31 31

45 40

n < 25 45 50 n < 2540 49 n < 25 n < 25 n < 25

51 49

44 44

47 46

n < 25 47 50 n < 25 46 49 n < 25 n < 25 n < 25

60

48

54

n < 25 n < 25 n < 25 n < 25 n < 25

49

54

52

45

48

n < 25 n < 25 n < 25 n < 25 n < 25

48

48

This School < City Average <

This School < City Average <

171

Cleveland Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

1% 0%

1% 0%

2%

4%

4%

5%

6%

-3%

-3%

-3%

-3%

-3%

Net Cumulative Change (%)
3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Columbia Heights Education Campus
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

442DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-12th 1 3101 16th St. NW Washington, DC 20010 (202) 939-7700 www.dcps.dc.gov/DCPS/chec
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

Total Enrollment (#)
1262 Students

Enrollment by Race/Ethnicity (%)
Asian 2 2 33 63 Black non-Hispanic 33 Hispanic / Latino 63 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1

Enrollment by Subgroup (%)
Free or Reduced Lunch 85 Limited English Proficiency 34 Special Education by level Level 1 78 Level 2 13 Level 3 Level 4 5 4 5 4 13 78 9 9 85

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

Columbia Heights Education Campus
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 88

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 4 4 1
9 39

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

8

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

1

0n < 10 1 21
34 2

4 n < 10

0

0 n < 10
1

2 n < 10

This School

Total Explusions (#)
0

0

0 n < 10 n < 10 n < 10

This School City Average *

Expulsion Rate (%)

0.00 0.49

0

0 n < 10
This School < City Average * <

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

Columbia Heights Education Campus
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

48 48 43 29

### ### ### ###

n < 25 52 53 52 n < 25 46 39 n < 25 35 24 n< 25 22 n < 25

40 38 26 22

### ### ### ###

n < 25 47 49 47 n < 25 42 28 n< 25 22 n 17 < 18 25 n < 25

42 49

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

47

53
59

41 38

### ###

50 n < 25 44 n < 25 n < 25 n < 25 n < 25

51

44

52

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 n < 25 n < 25

50 49

59 59

52 n < 25 51 50 n < 25 43 n < 25

53

58

n < 25 43 n < 25

52

48 58

57 58

52 58

n < 25 n < 25 n < 25 n < 25 n < 25

49

52 58

57 61

56 63

56 62

n < 25 n < 25 n < 25 n < 25 n < 25

48

56 62

52

55

This School < City Average <

This School < City Average <

175

Columbia Heights Education Campus
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% -1%

1% -1%

2% -1%

2%

3%

4%

5%

5%

-2%

-3%

-3%

-4%

-4%

Net Cumulative Change (%)
1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Community Academy PCS – Amos 1
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

105Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 4 1300 Allison Street, NW Washington, DC 20011 202-723-4100 www.capcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
510 Students

Enrollment by Race/Ethnicity (%)
Asian 0 <1 66 32 <1 1 <1 Black non-Hispanic 66 Hispanic / Latino 32 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 1 0

Enrollment by Subgroup (%)
Free or Reduced Lunch 88 Limited English Proficiency 40 Special Education 12 by level Level 1 26 Level 2 48 Level 3 17 Level 4 9 9 17 26 48 12 88

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

Community Academy PCS – Amos 1
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 3 1
3 8 23 47

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

8

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

178

Community Academy PCS – Amos 1
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

45 47

### ### ### ###

n < 25 47 53 46 n < 25 46 38 n < 25 35 23 n< 25 22 n < 25

43 42

### ### ###

n < 25 47 49 45 n < 25 42 33 n< 25 22

### 3n < 18 25 n < 25
47

42

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

48
59

45

### ###

49 n < 25 44 n < 25 n < 25 n < 25 n < 25

45

43

52

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

37 39

52 53

44 45

n < 25 44 50 n < 25 45 49 n < 25 n < 25 n < 25

48 49

53 46

50 48

50 n < 25 50 n < 25 48 49 n < 25 n < 25 n < 25

39

54

46

n < 25 n < 25 n < 25 n < 25 n < 25

46
49

49

57

53

n < 25 n < 25 n < 25 n < 25 n < 25

48

53

This School < City Average <

This School < City Average <

179

Community Academy PCS – Amos 1
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0%

0%

0% -3%

0% -3%

0% -3%

0% -3%

-2%

-2%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Community Academy PCS – Amos 2
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

158Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-KG 5 33 Riggs Road, NE Washington, DC 20011 202-723-5136 www.capcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
280 Students

Enrollment by Race/Ethnicity (%)
Asian 1 <1 63 35 <1 <1 <1 Black non-Hispanic 63 Hispanic / Latino 35 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 1 0

Enrollment by Subgroup (%)
Free or Reduced Lunch 78 Limited English Proficiency 46 Special Education by level Level 1 89 Level 2 11 Level 3 Level 4 11 89 6 6 78

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

Community Academy PCS – Amos 2
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
88 91

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
5 10

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 * <

8

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

0 n < 10 1 0 n < 10 2
0

0n < 10 0n < 10 0n < 10 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 1 n < 10 2

0

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

0

This School City Average *

Expulsion Rate (%)

0.00 0.01

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 school’s policies, please visit http://bit.ly/1djn02G

182

Community Academy PCS – Amos 2
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% 0%

1% -1%

1%

4%

5%

6%

6%

6%

-2%

-3%

-4%

-4%

-4%

-4%

Net Cumulative Change (%)
2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Community Academy PCS – Amos 3
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1109Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 5 1400 1st Street, NW Washington, DC 20001 202-234-2122 www.capcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
479 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 <1 1 0 <1 <1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 89 Limited English Proficiency by level Level 1 36 Level 2 40 Level 3 17 Level 4 8 8 17 36 40 3 89

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

Community Academy PCS – Amos 3
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
89 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
7

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 * <

5

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 1 n < 10

0

0

38

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

185

Community Academy PCS – Amos 3
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

25 25

### ###

n <25 25 n <25 25 n < 25

30 31

### ###

n < 26 25

49

28 n < 25 42 n < 25

2

###

4 n< 25 22 n < 25

6

### 2n < 18 25 n < 25

25

###

26 n < 25 n < 25 n < 25 n < 25 n < 25

47

30

###

27 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

42 42

43 41

42 42

n < 25 42 50 n < 25 42 49 n < 25

45 46

37 36

42 42

n < 25 42 50 n < 25 42 49 n < 25

33

33

33

33 n < 25 43 n < 25

38

42

40

40 n < 25 43 n < 25

42

43

42

n < 25 n < 25 n < 25 n < 25 n < 25

42

49

45

37

41

n < 25 n < 25 n < 25 n < 25 n < 25

41

48

This School < City Average <

This School < City Average <

186

Community Academy PCS – Amos 3
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0%

1% -3%

1%

1%

1%

1%

1%

1%

-2%

-4%

-7%

-8%

-9%

-9%

-10%

Net Cumulative Change (%)
-8%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Community Academy PCS – Butler Global
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

106Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 5 1400 1st Street, NW Washington, DC 20005 202-332-6565 www.capcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
308 Students

Enrollment by Race/Ethnicity (%)
Asian 3 3 62 28 3 <1 <1 3 Black non-Hispanic 62 Hispanic / Latino 28 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 3 1 1 3

Enrollment by Subgroup (%)
Free or Reduced Lunch 70 Limited English Proficiency 32 Special Education 11 by level Level 1 72 Level 2 24 Level 3 Level 4 4 4 24 72 11 70

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

Community Academy PCS – Butler Global
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8 23

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

6

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

1 n 5< 10 2 n< 10 7 0 n < 10 1 4 n < 11 10 n < 10 2 n< 10 7 0 n < 10 2 n < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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 school’s policies, please visit http://bit.ly/1djn02G

189

Community Academy PCS – Butler Global
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

63 63

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

77 77

59 58

### ###

n < 25

49

70 69

n < 25 42 n < 25 n < 25 n < 25

62

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

82

58

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

79

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

59 59

44 50

51 55

51 n < 25 50 n < 25 n < 25 n < 25 n < 25
49

58 59

53 46

55 53

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

55

55

53

64

50

57

n < 25 n < 25 n < 25 n < 25 n < 25

49

57

58

68

63

n < 25 n < 25 n < 25 n < 25 n < 25

48

63

This School < City Average <

This School < City Average <

190

Community Academy PCS – Butler Global
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0% -1%

0% -1%

0%

0%

0% -3%

0% -3%

0% -4%

-2%

-2%

Net Cumulative Change (%)
-4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Community Academy PCS – CAPCS Online
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

108Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
120 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 18 18 1 5 1 <1 75 5 <1 Black non-Hispanic 75

Enrollment by Subgroup (%)
Free or Reduced Lunch 68 Limited English Proficiency Special Education 14 by level Level 1 89 Level 2 Level 3 Level 4 6 6 6 6 89 14 68

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

Community Academy PCS – CAPCS Online
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
99 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
0

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 * <

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10 0 n < 10 1 n < 10

0

0

0 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

0.00 0.16

0

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 school’s policies, please visit http://bit.ly/1djn02G

193

Community Academy PCS – CAPCS Online
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

61

### ###

n < 25

61

66

### ###

n < 25

49

69 67

52 n < 25 46 n < 25 n < 25 n < 25

n < 25 42 n < 25 n < 25 n < 25

55

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

54

60

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

62

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

55

46 46

51 47

51 n < 25 50 n < 25 47 49 n < 25 n < 25 n < 25

52

47 49

50 42

50 n < 25 50 n < 25 42 49 n < 25 n < 25 n < 25

57

49

53

n < 25 n < 25 n < 25 n < 25 n < 25

49

53

45

49

47

n < 25 n < 25 n < 25 n < 25 n < 25

47
48

This School < City Average <

This School < City Average <

194

Community Academy PCS – CAPCS Online
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -3%

0%

1%

1%

1%

1%

1%

1%

-8%

-8%

-13%

-16%

-16%

-16%

-16%

Net Cumulative Change (%)
-15%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Coolidge High School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

455DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 4 6315 5th St. NW Washington, DC 20011 (202) 671-6080 www.coolidgeshs.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

Total Enrollment (#)
490 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 87 Hispanic / Latino 12 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 12 87

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 15 Level 2 54 Level 3 9 9 22 Level 4 22 15 54 9 99

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

Coolidge High School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
79 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
11 32

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

1

0n < 10 1 34
2

2 n < 10 n < 10

1

2 n < 10 2 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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

Coolidge High School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

32 28

### ###

n < 27 25 n < 27 25 n < 25

35 32

### ###

35 n < 25 49 35 n < 25 42 n < 25

###

9 < 25 n 22 n < 25

###

8 < 25 n 18 n < 25

30

###

28 n < 25 n < 25 n < 25 n < 25 n < 25

47

36

###

32 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

52 54

45 45

49 49

n < 25 49 50 49 n < 25 49 n < 25 n < 25 n < 25

45 46

47 47

46 46

n < 25 46 50 n < 25 46 49 n < 25

39
48
49

34

34 n < 25 43 n < 25

51

44

48

n < 25 n < 25 n < 25 n < 25 n < 25

40

41

40

40 n < 25 48 n < 25 n < 25 n < 25 n < 25

This School < City Average <

This School < City Average <

198

Coolidge High School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% -1%

2%

4%

7%

8%

9%

10%

11%

-3%

-3%

-6%

-7%

-8%

-9%

-11%

Net Cumulative Change (%)
1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Creative Minds International 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

3069Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-3rd 1 3224 16th Street, NW Washington, DC 20010 202-588-0370 www.creativemindspcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
105 Students

Enrollment by Race/Ethnicity (%)
Asian 5 5 34 17 2 42 Black non-Hispanic 34 Hispanic / Latino 17 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 42 2

Enrollment by Subgroup (%)
Free or Reduced Lunch 36 Limited English Proficiency by level Level 1 65 Level 2 13 Level 3 4 4 17 Level 4 17 13 65 6 36

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

Creative Minds International PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 92

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
0 45

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

2 n3 < 10 5 n4< 10 n < 10 9 n 5< 10 n < 10 6 n4< 10 0 n < 10 1 n < 10 n < 10
0

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 0 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.01

0 n < 10
This School < City Average * <

0

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 school’s policies, please visit http://bit.ly/1djn02G

201

Creative Minds International PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

1% -1%

1% -1%

1%

2%

2%

2%

2%

-2%

-2%

-2%

-3%

-3%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

199Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-6th 1 1420 Columbia Road, NW Washington, DC 20009 202-332-4200 www.dcbilingual.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
339 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 10 Hispanic / Latino 85 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 5 5 10 85

Enrollment by Subgroup (%)
Free or Reduced Lunch 86 Limited English Proficiency 66 Special Education 16 by level Level 1 51 Level 2 24 Level 3 2 2 22 Level 4 22 24 51 16 86

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

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2
3 8 23

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

4 n 5< 10 4 n< 10 7 4 n < 10 1 12 n < 11 10 n < 10 9 n< 10 7 3 n < 10 2 n < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

6 n < 10
This School < City Average * <

0

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 school’s 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.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

46 38 32

### ### ###

n < 25 n < 25 n < 25 35 n < 25 n < 25 n < 25

58

55 50 42

### ### ###

n < 25

49

63

56 57

n < 25 42 59 n< 25 22 n < 25 n < 25 n < 25 61

45

###

n < 25 n < 25 n < 25 n < 25

55
59

56

###

n < 25 n < 25 n < 25 n < 25

52

61

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 48 50 n < 25 46 49 n < 25 47 51 n < 25 n < 25 n < 25

67 64 62

64 58 50

65 61 58

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

50 49

65
61

53

58

44

50

46

n < 25 n < 25 n < 25 n < 25

46

52

66

56

61

n < 25 n < 25 n < 25 n < 25

55

61

This School < City Average <

This School < City Average <

205

DC Bilingual PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% 0%

0% -1%

0% -1%

0% -1%

0% -1%

0% -1%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

DC Prep PCS – Benning Elementary
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1110Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-3rd 7 100 41st Street, NE Washington, DC 20019 202-398-2838 http://www.dcprep.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
431 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 95 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 2 3 2 3 95

Enrollment by Subgroup (%)
Free or Reduced Lunch 82 Limited English Proficiency Special Education by level Level 1 21 Level 2 58 Level 3 17 Level 4 4 4 17 21 58 2 7 82

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

DC Prep PCS – Benning Elementary
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
3 8 23 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.

27

10

7

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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

0n < 10 0n < 10 n < 10

0

42

0

0 n < 10 n < 10

26

0

0 n < 10 n < 10

This School

Total Explusions (#)
2

0

0 n < 10 n < 10 n < 10

This School City Average *

Expulsion Rate (%)

0.46 0.02

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

208

DC Prep PCS – Benning Elementary
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

59

### ###

n < 25

49

55

58

n < 25 42 54 n < 25 n < 25 n < 25

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

58

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

55

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

DC Prep PCS – Benning Elementary
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0% -3%

0% -4%

0%

0%

0%

0%

-5%

-5%

-5%

-5%

Net Cumulative Change (%)
-5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

DC Prep PCS – Edgewood Elementary
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

130Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-3rd 5 707 Edgewood Street, NE Washington, DC 20017 202-635-4411 http://www.dcprep.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
420 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 <1 0 7 3 0 <1 90 7 3 <1 Black non-Hispanic 90

Enrollment by Subgroup (%)
Free or Reduced Lunch 84 Limited English Proficiency Special Education by level Level 1 57 Level 2 37 Level 3 Level 4 3 3 3 3 37 57 1 7 84

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

DC Prep PCS – Edgewood Elementary
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
3 8 23 46

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

43

0

0 n < 10 n < 10

0

0 n < 10 0 n < 10 0 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

212

DC Prep PCS – Edgewood Elementary
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

73 72

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

76 72

76 76

### ###

n < 25

49

68

n < 25 42 61 n < 25 n < 25 n < 25

75

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

75

77

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

67

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

DC Prep PCS – Edgewood Elementary
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0%

0%

0% -3%

0% -4%

0% -4%

0% -4%

-2%

-2%

Net Cumulative Change (%)
-4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

DC Prep PCS – Edgewood Middle
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

196Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

4th-8th 5 701 Edgewood Street, NE Washington, DC 20017 202-832-5700 http://www.dcprep.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
287 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 5 3 <1 92 5 3 Black non-Hispanic 92

Enrollment by Subgroup (%)
Free or Reduced Lunch 79 Limited English Proficiency by level Level 1 26 Level 2 29 Level 3 40 Level 4 5 5 26 29 40 1 79

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

DC Prep PCS – Edgewood Middle
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2 0
2 6 22

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

6

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0n < 10 1 n < 10 69 0 n < 10 1 n < 10

49 36

0 n < 10 1
0

This School

Total Explusions (#)
1

0 n < 10 n < 10 n < 10 n < 10

This School City Average *

Expulsion Rate (%)

0.35 0.29

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

216

DC Prep PCS – Edgewood Middle
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

89 88

### ###

n < 25 n < 25 n < 25

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

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

91

72

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

79

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

67 66

72 71

70 68

n < 25 n < 25 n < 25

50 49

70 68

62 65

67 64

65 65

n < 25 n < 25 n < 25

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

n < 25 n < 25 n < 25 n < 25 n < 25

49

69

62

66

64

n < 25 n < 25 n < 25 n < 25 n < 25

48

64

This School < City Average <

This School < City Average <

217

DC Prep PCS – Edgewood Middle
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0%

0%

0% -3%

0%

0%

0%

0%

-2%

-2%

-6%

-7%

-8%

-9%

Net Cumulative Change (%)
-9%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

3070Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-4th 7 5601 East Capitol Street, SE Washington, DC 20019 202-559-6138 www.dcscholars.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
183 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 <1 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 96 Limited English Proficiency Special Education by level Level 1 71 Level 2 21 Level 3 Level 4 7 7 21 71 1 9 96

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

This School City Average *

In-Seat Attendance Rate (%)
90 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8

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 * <

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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 school’s 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.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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 school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

5%

5%

5%

5%

5%

5%

5%

5%

-2%

-2%

-4%

-8%

-9%

-11%

-11%

-11%

Net Cumulative Change (%)
-6%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Deal Middle School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

405DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-8th 3 3815 Fort Dr. NW Washington, DC 20016 (202) 939-2010 www.alicedeal.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

Total Enrollment (#)
1165 Students

Enrollment by Race/Ethnicity (%)
Asian 6 6 32 13 7 Black non-Hispanic 32 Hispanic / Latino 13 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 42 42 7

Enrollment by Subgroup (%)
Free or Reduced Lunch 23 Limited English Proficiency by level Level 1 36 Level 2 57 Level 3 Level 4 3 4 3 4 36 57 4 23

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

Deal Middle School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2 1 0
2 6 48

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0n < 10 1 0n < 10 1
35

30

0 n < 10 2
0

0 n < 10 0 n < 10 1

31

This School

Total Explusions (#)
0

0

0 n < 10 0 n < 10 1 n < 10

This School City Average *

Expulsion Rate (%)

0.00 0.43

0

0 n < 10
This School < City Average * <

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

Deal Middle School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

85 68 53 45 92 74 71 91

### ### ### ### ### ### ### ###

n < 25 n < 25 n < 25 35

88 73

82 58 37 33

### ### ### ### ### ### ### ###

n < 25

49

83

n < 25 42 58 n< 25 42 22 42 n< 18 25 n < 25 n < 25 44 n < 25 n < 25 n < 25
52 74

60

n< 25 48 22 n < 25 n < 25 n < 25 n < 25 n < 25
47 59 86

95

75 73 66

83

81

71

77
83

68
80

92

89

85

96

###

n < 25

91

96

95

###

n < 25

92

96

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 48 49 n < 25 43 51 41 n < 25 43 n < 25 n < 25 n < 25 n < 25 n < 25
49 65

53

n < 25 52 53 49 n < 25 43 n < 25 n < 25 n < 25 n < 25 n < 25
48 60

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

This School < City Average <

This School < City Average <

225

Deal Middle School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% 0%

1% -1%

1% -1%

2% -1%

2% -1%

2%

2%

3%

-2%

-2%

-2%

Net Cumulative Change (%)
1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Drew Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

231DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 7 5600 Eads St. NE Washington, DC 20019 (202) 671-6040 cdrewes.net
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

Total Enrollment (#)
164 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 98 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 2 2 98

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 20 Level 2 40 Level 3 8 8 32 Level 4 32 20 40 2 99

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

Drew Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
91 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 23

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

9

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Drew Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

5 5

### ###

12 n < 25 12 n < 25 n < 25 n < 25 n < 25

21 21

### ###

n 16 < 25

49

n 16 < 25 42 n < 25 n < 25 n < 25

5

###

12 n < 25 n < 25 n < 25 n < 25 n < 25

47

21

###

16 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

25 24

34 34

29 29

29 n < 25 29 n < 25 n < 25 n < 25 n < 25

50 49

40 39

40 40

40 40

n < 2540 50 n < 2540 49 n < 25 n < 25 n < 25

25

33

29

29 n < 25 n < 25 n < 25 n < 25 n < 25

49

40

40

40

40 n < 25 48 n < 25 n < 25 n < 25 n < 25

This School < City Average <

This School < City Average <

229

Drew Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Mar
18%

Apr
20%

May
24%

-5%

-5%

-7%

-9%

-10%

-11%

-12%

Net Cumulative Change (%)
12%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Duke Ellington School of the Arts
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

471DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 2 3500 R St. NW Washington, DC 20007 (202) 282-0123 www.dcps.dc.gov/DCPS/ellington
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

Total Enrollment (#)
531 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 10 10 2 9 2 2 2 76 9 Black non-Hispanic 76

Enrollment by Subgroup (%)
Free or Reduced Lunch 36 Limited English Proficiency Special Education by level Level 1 94 Level 2 Level 3 Level 4 6 6 94 1 3 36

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

Duke Ellington School of the Arts
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 5 2 1 12
11 19 32

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0n < 10 1 n < 10 0 n < 10 2
0

0 n < 10 0 n < 10 1

This School

Total Explusions (#)
0

0

0 n < 10 0 n < 10 n < 10

0

This School City Average *

Expulsion Rate (%)

0.00 0.54

0

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

Duke Ellington School of the Arts
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

58 47

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

75 64

74 60

### ###

n < 25

49

80 79

n < 25 42 n < 25 n < 25 n < 25

55

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

74

71

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

80

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

48 48

54 58

51 53

51 n < 25 50 n < 25 n < 25 n < 25 n < 25
49

60 60

65 65

62 63

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

62 63

53

48

54

51

n < 25 n < 25 n < 25 n < 25 n < 25

49

51

60

63

62

n < 25 n < 25 n < 25 n < 25 n < 25

48

62

This School < City Average <

This School < City Average <

233

Duke Ellington School of the Arts
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% 0%

0% -1%

0% -1%

0%

0%

1%

-2%

-2%

-2%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Dunbar High School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

467DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 5 101 N St. NW Washington, DC 20001 (202) 698-3762 www.dunbardc.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

Total Enrollment (#)
504 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 97 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 2 1 2 1 97

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 45 Level 2 34 Level 3 12 Level 4 9 12 9 45 34 2 99

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

Dunbar High School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
76 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 10
11 11

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

1

1n < 10 n9 < 10

1

22

32

1 n < 10 2 n < 10
1

1 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Dunbar High School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

21 17

### ###

n 17 < 25 n 17 < 25 n < 25

30 28

### ###

18 n< 25

49

18 n< 25 42 n < 25

6

###

6 n< 25 22 n < 25

8

###

9 < 25 n 18 n < 25

22

###

17 n < 25 n < 25 n < 25 n < 25 n < 25

47

30

###

18 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

32 34

40 40

35 37

35 n < 25 50 37 n < 25 49 n < 25

44 46

34 34

40 40

n < 2540 50 n < 2540 49 n < 25

24

58

40

40 n < 25 43 n < 25

39

30

34

34 n < 25 43 n < 25

30

40

34

34 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

44

34

39

39 n < 25 48 n < 25 n < 25 n < 25 n < 25
This School < City Average <

237

Dunbar High School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Mar
16%

Apr
17%

May
18%

3%

5%

6%

11%

-2%

-3%

-5%

-7%

-11%

-13%

-14%

-14%

Net Cumulative Change (%)
4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

E.L. Haynes PCS – Georgia Avenue
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

146Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

5th-8th 1 3600 Georgia Avenue, NW Washington, DC 20010 202-667-4446 www.elhaynes.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
395 Students

Enrollment by Race/Ethnicity (%)
Asian 2 2 48 37 4 <1 8 Black non-Hispanic 48 Hispanic / Latino 37 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 8 4 0

Enrollment by Subgroup (%)
Free or Reduced Lunch 75 Limited English Proficiency 20 Special Education 21 by level Level 1 17 Level 2 16 Level 3 24 Level 4 43 17 16 24 43 75

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

E.L. Haynes PCS – Georgia Avenue
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 5
6 22 49

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 0 n < 10 1 n < 10 0 n < 10 1

This School

Total Explusions (#)
0

0

0 n < 10 0 n < 10 1 n < 10

This School City Average *

Expulsion Rate (%)

0.00 0.29

0

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 school’s policies, please visit http://bit.ly/1djn02G

240

E.L. Haynes PCS – Georgia Avenue
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 42 55 n< 2540 22 29 n< 18 25 n < 25

46 n < 25 35 34 n< 25 22 n < 25

63 61

### ###

n < 25 n < 25 n < 25 n < 25

47

64

61 45

### ###

n < 25 44 n < 25 n < 25 n < 25
52

61

58
59

54

91

###

n < 25

91

93

94

###

n < 25

92

92

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 42 50 n < 25 42 49 n < 2541 51 31 n < 25 43 n < 25

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

n < 25 n < 25 n < 25 n < 25

43

49 52

51 53

52 65

51 60

n < 25 n < 25 n < 25 n < 25

48

51
55

44

60

47

51

49

n < 25

49

59

52

57

n < 25

57
62

This School < City Average <

This School < City Average <

241

E.L. Haynes PCS – Georgia Avenue
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0%

0%

1%

1% -3%

1% -3%

1%

1%

-2%

-2%

-2%

-4%

-4%

Net Cumulative Change (%)
-4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

E.L. Haynes PCS – Kansas Avenue (Elementary School)
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1206Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-4th 4 4501 Kansas Avenue, NW Washington, DC 20011 202-706-5828 www.elhaynes.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
327 Students

Enrollment by Race/Ethnicity (%)
Asian 1 <1 43 32 6 <1 17 Black non-Hispanic 43 Hispanic / Latino 32 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 17 6 0

Enrollment by Subgroup (%)
Free or Reduced Lunch 60 Limited English Proficiency 28 Special Education 14 by level Level 1 61 Level 2 17 Level 3 2 2 20 Level 4 20 17 61 14 60

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

E.L. Haynes PCS – Kansas Avenue (Elementary School)
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 7
8 23 46

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

7

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

1 n4< 10 1 n 5< 10 0 n < 10 1 5 n< 10 7 n < 10 1 n 5< 10 1 n < 10 1 0 n3 < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

0

0

0 n < 10 0 n < 10 0 n < 10 n < 10

This School

Total Explusions (#)
0

0

0

This School City Average *

Expulsion Rate (%)

0.00 0.02

0 n < 10
This School < City Average * <

0

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 school’s policies, please visit http://bit.ly/1djn02G

244

E.L. Haynes PCS – Kansas Avenue (Elementary School)
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

### ###

38 n < 25 53 n 16 < 25 n < 25 n < 25 n < 25
46

### ###

n < 25

49

60

44 n < 25 42 n < 25 n < 25 n < 25

###

23 n < 25 n < 25 n < 25 n < 25 n < 25

47

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

53

This School < City Average <

This School < City Average <

Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.

STUDENT GROWTH *

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

E.L. Haynes PCS – Kansas Avenue (Elementary School)
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0%

0%

0%

0%

0%

0%

-2%

-2%

-2%

-2%

-2%

-2%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

E.L. Haynes PCS – Kansas Avenue (High School)
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1138Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-11th 4 4501 Kansas Avenue, NW Washington, DC 20011 202-706-5838 www.elhaynes.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
227 Students

Enrollment by Race/Ethnicity (%)
Asian 1 <1 62 34 3 Black non-Hispanic 62 Hispanic / Latino 34 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 <1 3

Enrollment by Subgroup (%)
Free or Reduced Lunch 67 Limited English Proficiency 19 Special Education 16 by level Level 1 22 Level 2 56 Level 3 8 8 14 Level 4 14 22 56 67

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

E.L. Haynes PCS – Kansas Avenue (High School)
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
90 82

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
10 18 33

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days

n < 10 n < 10 n < 10 14 n < 10 n < 10 n < 10

24
25

1n < 10 2 1n < 10 2 0n < 10 1 36
38 2

26
29

21

2 n < 10 n < 10

28
29

1 n < 10 2 0 n < 10 1 n < 10 n < 10 n < 10
This School < City Average * < This School < City Average * <

This School

Total Explusions (#)
6

16 n < 12 10 n < 10 n < 10 n < 10

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

248

E.L. Haynes PCS – Kansas Avenue (High School)
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

60 62

### ###

n < 25

49

57

n < 25 42 56 n < 25 n < 25 n < 25

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

47

56
59

### ###

n < 25 44 n < 25 n < 25 n < 25 n < 25

57

68

52

54

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

48 44

n < 25 n < 25 n < 25 n < 25 n < 25
49

47 47

n < 25 n < 25 n < 25 n < 25 n < 25
49

48 42

n < 25 n < 25 n < 25 n < 25 n < 25

49 52

48 41

n < 25 n < 25 n < 25 n < 25 n < 25

48 55

This School < City Average <

This School < City Average <

249

E.L. Haynes PCS – Kansas Avenue (High School)
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -3%

0% -3%

0% -3%

0% -4%

0%

0%

0%

-5%

-6%

-6%

Net Cumulative Change (%)
-5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Eagle Academy PCS – New Jersey Avenue
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1125Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-2nd 6 1017 New Jersey Avenue, SE Washington, DC 20003 202-459-6825 www.eagleacademypcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
125 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 <1 3 3 1 <1 95 Black non-Hispanic 95

Enrollment by Subgroup (%)
Free or Reduced Lunch 56 Limited English Proficiency Special Education by level Level 1 50 Level 2 25 Level 3 Level 4 25 25 25 50 7 7 56

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

Eagle Academy PCS – New Jersey Avenue
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
88 92

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 3 2 2
4 44

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10 n < 10 n < 10

0

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

252

Eagle Academy PCS – New Jersey Avenue
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0%

0%

0%

0%

0%

0%

0%

0%

-2%

-5%

-5%

-7%

-8%

-9%

-9%

-10%

Net Cumulative Change (%)
-10%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Eagle Academy PCS – The Eagle Center at McGogney
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

195Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-3rd 8 3400 Wheeler Road, SE Washington, DC 20032 202-544-2646 www.eagleacademypcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
640 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 0 1 0 3 <1 95 <1 <1 3 Black non-Hispanic 95

Enrollment by Subgroup (%)
Free or Reduced Lunch 65 Limited English Proficiency Special Education 14 by level Level 1 38 Level 2 35 Level 3 7 7 21 Level 4 21 38 35 14 65

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

Eagle Academy PCS – The Eagle Center at McGogney
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
83 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 3 3 1
3 46

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

255

Eagle Academy PCS – The Eagle Center at McGogney
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

67

### ###

53 n < 25 49 43 n < 25 42 n < 25 n < 25 n < 25

54

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

67

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

53

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

Eagle Academy PCS – The Eagle Center at McGogney
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0%

0%

1% -3%

1%

1%

1%

-2%

-2%

-4%

-4%

-4%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Early Childhood Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

138Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-3rd 8 4025 9th Street, SE Washington, DC 20032 202-373-0035 www.ecapcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
248 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 96 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 2 0 1 2 <1 <1 96

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency Special Education 11 by level Level 1 64 Level 2 36 Level 3 Level 4 36 64 11 100

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

Early Childhood Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
90 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8

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

7

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

259

Early Childhood Academy PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

32

### ###

n < 25 44 53 n < 25 44 46 n < 25 n < 25 n < 25

32

### ###

n < 25

49

54

n < 25 42 54 n < 25 n < 25 n < 25

32

###

n < 25 n < 25 n < 25 n < 25 n < 25

45
47

32

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

55

This School < City Average <

This School < City Average <

Measuring growth. The percentage of students with similar prior achievement that the typical student outperforms on the DC CAS.

STUDENT GROWTH*

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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.

City Average <

260

Early Childhood Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0% -1%

0% -1%

1%

1% -3%

1% -3%

1%

2%

-2%

-4%

-5%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Eastern High School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

457DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

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

Total Enrollment (#)
504 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 98 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 98

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 25 by level Level 1 15 Level 2 43 Level 3 20 Level 4 22 20 22 15 43 25 99

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

Eastern High School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
92 82

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
10 18

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

n7 < 10 6< 10 n n < 10

2

39

2

4 n < 10 n < 10

37

2

6 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

0.00 0.61

This School < City Average * <

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.

263

Eastern High School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

### ###

39 n < 25 53 39 n < 25 46 n < 25

### ###

n < 25 45 49 45 n < 25 42 n < 25

###

32 n< 25 22 n < 25

###

29 n< 18 25 n < 25

###

38 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

###

44 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

47 47

n < 25 n < 25 n < 25 n < 25 n < 25
49

58 58

n < 25 n < 25 n < 25 n < 25 n < 25
49

48

n < 25 n < 25 n < 25 n < 25 n < 25

49

57

n < 25 n < 25 n < 25 n < 25 n < 25

48

This School < City Average <

This School < City Average <

264

Eastern High School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Mar
14%

Apr
15%

May
17%

2% -1%

4%

4%

9%

-3%

-4%

-6%

-8%

-9%

-11%

-13%

Net Cumulative Change (%)
4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Eaton Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

232DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK4-5th 3 3301 Lowell St. NW Washington, DC 20008 (202) 282-0103 www.dcps.dc.gov/DCPS/eaton
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

Total Enrollment (#)
459 Students

Enrollment by Race/Ethnicity (%)
Asian 6 6 33 12 7 Black non-Hispanic 33 Hispanic / Latino 12 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 42 42 7

Enrollment by Subgroup (%)
Free or Reduced Lunch 18 Limited English Proficiency 10 Special Education by level Level 1 73 Level 2 15 Level 3 Level 4 8 5 8 5 15 73 9 9 18

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

Eaton Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
97 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
0 48

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

0 n6 < 10 0 n< 10 8 0 n < 10 2 0 n < 11 10 0 n < 10 1 0 n< 10 8 0 n < 10 2 0 n3 < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10

0

0

0

0

0

This School

Total Explusions (#)
0

0

0

This School City Average *

Expulsion Rate (%)

0.00 0.04

0 n < 10
This School < City Average * <

0

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

Eaton Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

84 72

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

85 67

85 83

### ###

n < 25

49

84 71

n < 25 42 n < 25 n < 25 n < 25

81

###

n < 25 n < 25 n < 25 n < 25

47

79

82

###

n < 25 44 n < 25 n < 25 n < 25

78

96

###

n < 25

91

92

98

###

n < 25

92

94

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

70

49 44

59 56

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

59

65

55 59

60 63

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

60 63

56

62

51

56

n < 25 n < 25 n < 25 n < 25

49

56

65

53

58

n < 25 n < 25 n < 25 n < 25

48

58

70

50

59

n < 25

59

59

79

58

68

n < 25

62

68

This School < City Average <

This School < City Average <

268

Eaton Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% 0%

2%

2%

2%

3%

3%

-2%

-2%

-2%

-2%

-2%

Net Cumulative Change (%)
2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Eliot-Hine Middle School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

407DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-8th 6 1830 Constitution Ave. NE Washington, DC 20002 (202) 939-5380 www.eliothinemiddleschool.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

Total Enrollment (#)
281 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 31 by level Level 1 23 Level 2 40 Level 3 10 Level 4 27 10 27 23 40 31 99

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

Eliot-Hine Middle School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
88 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2 1
2 6 21

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

8

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10

26

32 32

1n < 10 1n < 10 n < 10

30

1

35

38

2

2 n < 10 n < 10

31

31

1

1 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

0.00 0.43

This School < City Average * <

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.

271

Eliot-Hine Middle School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

37 35

### ###

n < 25 43 53 n < 25 43 46 n < 25

24 24

### ###

36 n < 25 49 36 n < 25 42 n < 25

18

###

31 n< 25 22 n < 25

15

###

27 n< 18 25 n < 25

38

###

n < 25 n < 25 n < 25 n < 25 n < 25

43
47

24

###

37 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

39 39

41 41

40 40

n < 2540 50 n < 2540 49 n < 25

36 36

44 44

40 40

n < 2540 50 n < 2540 49 n < 25

30

39

34

34 n < 25 43 n < 25

39

33

36

36 n < 25 43 n < 25

39

41

40

40 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

36

44

40

40 n < 25 48 n < 25 n < 25 n < 25 n < 25
This School < City Average <

272

Eliot-Hine Middle School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

1% -1%

3%

5%

6%

7%

7%

7%

-2%

-3%

-5%

-5%

-6%

-7%

Net Cumulative Change (%)
1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Elsie Whitlow Stokes Community Freedom 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

159Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-6th 5 3700 Oakview Terrace, NE Washington, DC 20017 202-265-7237 www.ewstokes.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
335 Students

Enrollment by Race/Ethnicity (%)
Asian 1 <1 51 34 <1 <1 13 Black non-Hispanic 51 Hispanic / Latino 34 Multiracial Native American / Alaskan Pacific / Hawaiian 0 White non-Hispanic 13 0

Enrollment by Subgroup (%)
Free or Reduced Lunch 69 Limited English Proficiency 25 Special Education 13 by level Level 1 54 Level 2 31 Level 3 Level 4 6 9 6 9 31 54 13 69

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

Elsie Whitlow Stokes Community Freedom PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 4 1 0
3 8 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

4 n< 10 7 5 n< 10 9 2 n < 10 2 0 n < 10 14 n < 10 6 n< 10 9 3 n < 10 2 n < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.05

0 n < 10
This School < City Average * <

0

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 school’s policies, please visit http://bit.ly/1djn02G

275

Elsie Whitlow Stokes Community Freedom PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

62 62 56 35

### ### ### ###

n < 25 n < 25 n < 25 35 35 n< 25 22 n < 25

71 69 63

60 57 42 35

### ### ### ###

n < 25

49

64

n < 25 42 59 n< 25 52 22 31 n< 18 25 n < 25

60 61

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

47

66
59

70 44

### ###

n < 25 44 n < 25 n < 25 n < 25 n < 25
52

68

74

55

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 n < 25 32 n < 25 n < 25 n < 25

50 49

59 59

55 51 55

56 56

55 53 48

n < 25 n < 25

50 49

55

53

51

n < 25 48 53 n < 25 n < 25

54 39

75 53

63 45

n < 25 n < 25 n < 25 n < 25 n < 25

49

63

56 57

61 56

58 57

n < 25 n < 25 n < 25 n < 25 n < 25

48

58 57

45

52

55

This School < City Average <

This School < City Average <

276

Elsie Whitlow Stokes Community Freedom PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0%

0%

0%

0%

0%

0%

-2%

-2%

-2%

-2%

-2%

-2%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Excel Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1113Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
515 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 0 <1 <1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency Special Education by level Level 1 35 Level 2 48 Level 3 13 Level 4 4 4 13 35 48 7 7 100

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

Excel Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
90 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8

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.

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

279

Excel Academy PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

63 59

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

59 59

53 51

### ###

n < 25 46 49 46 n < 25 42 n < 25 n < 25 n < 25

63

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

59

53

###

47 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

39 39

n < 25 n < 25 n < 25 n < 25 n < 25
49

56 56

n < 25 n < 25 n < 25 n < 25 n < 25
49

39

n < 25 n < 25 n < 25 n < 25 n < 25

49

56

n < 25 n < 25 n < 25 n < 25 n < 25

48

This School < City Average <

This School < City Average <

280

Excel Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0% -1%

0%

1%

1%

1%

1%

1%

-2%

-2%

-4%

-5%

-5%

-6%

Net Cumulative Change (%)
-5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Friendship PCS – Blow-Pierce Elementary & Middle
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

157Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-8th 7 725 19th Street, NE Washington, DC 20002 202-572-1070 www.friendshipschools.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
683 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 <1 1 1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency Special Education 13 by level Level 1 27 Level 2 42 Level 3 22 Level 4 8 8 22 27 42 13 100

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

Friendship PCS – Blow-Pierce Elementary & Middle
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
90 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
7

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

7

3

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10
1

0

2 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
3

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

283

Friendship PCS – Blow-Pierce Elementary & Middle
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

48 48

### ###

n < 25 45 53 n < 25 45 46 n < 25

32 33

### ###

31 n < 25 49 31 n < 25 42 n < 25

20

###

12 n < 25 22 n < 25

8

###

9 < 25 n 18 n < 25

48

###

n < 25 n < 25 n < 25 n < 25 n < 25

45
47

32

###

31 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

56 57

54 54

55 55

n < 25 n < 25 n < 25

50 49

55 55

44 45

46 46

45 45

n < 25 45 50 n < 25 45 49 n < 25

51

31

40

40 n < 25 43 n < 25

30

41

36

36 n < 25 43 n < 25

56

54

55

n < 25 n < 25 n < 25 n < 25 n < 25

49

55

44

46

45

n < 25 n < 25 n < 25 n < 25 n < 25

45
48

This School < City Average <

This School < City Average <

284

Friendship PCS – Blow-Pierce Elementary & Middle
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0%

0%

0% -3%

1%

1%

1%

1%

-2%

-2%

-4%

-5%

-5%

-5%

Net Cumulative Change (%)
-4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Friendship PCS – Chamberlain Elementary & Middle
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

155Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-8th 6 1345 Potomac Avenue, SE Washington, DC 20003 202-547-5800 www.friendshipschools.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
760 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 <1 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency Special Education 10 by level Level 1 44 Level 2 38 Level 3 12 Level 4 6 6 12 44 38 10 100

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

Friendship PCS – Chamberlain Elementary & Middle
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
92 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
7 22

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

5

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

1n < 10 1n < 10 n < 10

0

0 n < 10 1 n < 10
0

1 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
1

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

287

Friendship PCS – Chamberlain Elementary & Middle
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

54 52

### ###

n < 25 n < 25 n < 25

56 56

41 39

### ###

n < 25 47 49 47 n < 25 42 n < 25

12

###

26 n< 25 22 n < 25

10

###

n14 < 18 25 n < 25

54

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

56

41

###

47 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

67 67

54 54

60 60

n < 25 n < 25 n < 25

50 49

60 60

51 52

51 51

51 51

51 n < 25 50 51 n < 25 49 n < 25

59

42

50

50 n < 25 43 n < 25

56

50

53

n < 25 43 n < 25

53

66

54

60

n < 25 n < 25 n < 25 n < 25 n < 25

49

60

51

51

51

n < 25 n < 25 n < 25 n < 25 n < 25

48

51

This School < City Average <

This School < City Average <

288

Friendship PCS – Chamberlain Elementary & Middle
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% 0%

1% -1%

1% -1%

1% -1%

1%

1% -3%

1% -3%

1% -3%

-2%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Friendship PCS – Collegiate Academy
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

186Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 7 4095 Minnesota Avenue, NE Washington, DC 20019 202-396-5500 www.friendshipschools.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
1040 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 0 <1 <1 0 0 <1 <1 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency Special Education 15 by level Level 1 21 Level 2 35 Level 3 35 Level 4 9 9 21 35 35 15 100

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

Friendship PCS – Collegiate Academy
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
88 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
11 19

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0n < 10 2 n < 10 36 0 n < 10 2 n < 10

21

25

21

25

0 n < 10 2 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
18

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

291

Friendship PCS – Collegiate Academy
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

53 52

### ###

35 n < 25 53 35 n < 25 46 n < 25

41 42

### ###

31 n < 25 49 31 n < 25 42 n < 25

18

###

12 n < 25 22 n < 25

11

###

n< 18 25 n < 25

53

###

36 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

41

###

32 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 47 50 n < 25 47 49 n < 25

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

n < 25 n < 25 n < 25 n < 25 n < 25

49

54

47

46

47

n < 25 n < 25 n < 25 n < 25 n < 25

47
48

This School < City Average <

This School < City Average <

292

Friendship PCS – Collegiate Academy
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% -1%

1%

1% -3%

1%

2%

2%

2%

2%

-2%

-5%

-5%

-7%

-7%

-7%

Net Cumulative Change (%)
-5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Friendship PCS – Southeast Elementary Academy
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

113Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 8 645 Milwaukee Place, SE Washington, DC 20032 202-562-1980 www.friendshipschools.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
551 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 <1 1 <1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency Special Education 10 by level Level 1 33 Level 2 37 Level 3 29 Level 4 2 2 33 37 29 10 100

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

Friendship PCS – Southeast Elementary Academy
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
92 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
8 23

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

33

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

295

Friendship PCS – Southeast Elementary Academy
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

49 50

### ###

n < 25 51 53 51 n < 25 46 n < 25

31 31

### ###

n < 25 47 49 47 n < 25 42 n < 25

36

###

26 n< 25 22 n < 25

11

###

6 n< 18 25 n < 25

48

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

50

31

###

46 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

64 64

63 63

64 63

n < 25 n < 25 n < 25

50 49

64 63

56 56

55 55

56 55

n < 25 n < 25 n < 25

50 49

56

55

67

71

n < 25 43 n < 25

71

54

58

n < 25 43 n < 25

58

64

63

63

n < 25 n < 25 n < 25 n < 25 n < 25

49

63

56

56

56

n < 25 n < 25 n < 25 n < 25 n < 25

48

56

This School < City Average <

This School < City Average <

296

Friendship PCS – Southeast Elementary Academy
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% -1%

0% -1%

1% -1%

1% -1%

1%

1%

-2%

-2%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Friendship PCS – Technology Preparatory Academy
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1124Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-11th 8 620 Milwaukee Place, SE Washington, DC 20032 202-562-1681 www.friendshipschools.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
369 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 98 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 <1 0 <1 1 <1 98

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency Special Education 22 by level Level 1 14 Level 2 63 Level 3 20 Level 4 4 4 20 14 63 22 100

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

Friendship PCS – Technology Preparatory Academy
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
89 88

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
8 20

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

7

8

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10

25

34 34

2 n < 10 2 n < 10 n < 10

30

2

37

48

2

2 n < 10 n < 10

30

34

2

2 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
4

This School City Average *

Expulsion Rate (%)

1.08 0.52

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

299

Friendship PCS – Technology Preparatory Academy
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

51 50

### ###

n < 25 48 53 48 n < 25 46 n < 25

34 33

### ###

36 n < 25 49 36 n < 25 42 n < 25

11

###

n15 < 25 22 n < 25

10

###

11 n < 18 25 n < 25

50

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

48

34

###

37 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

56 56

42 42

49 49

n < 25 49 50 49 n < 25 49 n < 25

45 44

43 43

44 43

n < 25 44 50 n < 25 43 49 n < 25

42

31

36

36 n < 25 43 n < 25

35

40

37

37 n < 25 43 n < 25

55

42

49

n < 25 n < 25 n < 25 n < 25 n < 25

49

49

45

43

44

n < 25 n < 25 n < 25 n < 25 n < 25

44
48

This School < City Average <

This School < City Average <

300

Friendship PCS – Technology Preparatory Academy
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0%

0% -3%

0% -3%

0% -4%

0% -4%

0% -4%

0%

-2%

-5%

Net Cumulative Change (%)
-4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Friendship PCS – Woodridge Elementary & Middle
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

156Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-8th 5 2959 Carlton Avenue, NE Washington, DC 20018 202-635-6500 www.friendshipschools.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
477 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 95 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 4 0 4 <1 95

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency by level Level 1 35 Level 2 36 Level 3 5 5 24 Level 4 24 35 36 0 100

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

Friendship PCS – Woodridge Elementary & Middle
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
7 22

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.

9

5

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

38

0 n < 10 1 n < 10
0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
3

0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

303

Friendship PCS – Woodridge Elementary & Middle
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

49 45

### ###

n < 25 49 53 49 n < 25 46 n < 25

51 46

### ###

n < 25 45 49 45 n < 25 42 n < 25

18

###

n15 < 25 22 n < 25

10

###

9 < 25 n 18 n < 25

49

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

50

52

###

44 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

48 51

46 46

47 48

n < 25 47 50 n < 25 48 49 n < 25

57 58

44 44

51 50

51 n < 25 50 50 n < 25 49 n < 25

36

50

43

43 n < 25 43 n < 25

40

56

48

48 n < 25 43 n < 25

48

47

48

n < 25 n < 25 n < 25 n < 25 n < 25

48
49

56

43

50

n < 25 n < 25 n < 25 n < 25 n < 25

48

50

This School < City Average <

This School < City Average <

304

Friendship PCS – Woodridge Elementary & Middle
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% -1%

1% -1%

1%

1%

2%

2%

2%

4%

-2%

-2%

-4%

-5%

-5%

-7%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Garfield Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

238DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 8 2435 Alabama Ave. SE Washington, DC 20020 (202) 671-6140 www.dcps.dc.gov/DCPS/garfield
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

Total Enrollment (#)
245 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 16 by level Level 1 71 Level 2 20 Level 3 Level 4 6 3 6 3 20 71 16 99

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

Garfield Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
0 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Garfield Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

12 11

### ###

n <25 25 n <25 25 n < 25 n < 25 n < 25

9 9

### ###

n 16 < 25

49

n 16 < 25 42 n < 25 n < 25 n < 25

12

###

25 n < 25 n < 25 n < 25 n < 25 n < 25

47

9

###

16 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

46 46

63 63

54 55

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

54 55

45 47

37 37

41 42

n < 25 41 50 n < 25 42 49 n < 25 n < 25 n < 25

46

63

54

n < 25 n < 25 n < 25 n < 25 n < 25

49

54

45

37

41

n < 25 n < 25 n < 25 n < 25 n < 25

41

48

This School < City Average <

This School < City Average <

308

Garfield Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Feb
15%

Mar
16%

Apr
17%

May
18%

3% 0%

8%

9%

-2%

-4%

-6%

-9%

-9%

-10%

-11%

Net Cumulative Change (%)
7%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Garrison Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

239DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 2 1200 S St. NW Washington, DC 20009 (202) 673-7263 www.garrisonelementary.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

Total Enrollment (#)
228 Students

Enrollment by Race/Ethnicity (%)
Asian 1 1 69 22 1 Black non-Hispanic 69 Hispanic / Latino 22 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 7 7 1

Enrollment by Subgroup (%)
Free or Reduced Lunch 90 Limited English Proficiency 15 Special Education 20 by level Level 1 33 Level 2 24 Level 3 Level 4 42 42 33 24 90

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

Garrison Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8

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

6

8

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

4 n 5< 10 5 n< 10 7 0 n < 10 1 7 n < 11 10 n < 10 5 n< 10 7 0 n < 10 2 n < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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

Garrison Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

51 49

### ###

33 n < 25

45 39

### ###

31 n < 25 49 31 n < 25 42 n < 25 n < 25 n < 25

33 n < 25 46 n < 25 n < 25 n < 25

47

###

28 n < 25 n < 25 n < 25 n < 25 n < 25

47

43

###

28 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

59 66

21 21

43 43

n < 25 43 50 n < 25 43 49 n < 25 n < 25 n < 25

41 41

34 34

38 37

38 n < 25 50 37 n < 25 49 n < 25 n < 25 n < 25

66

45

n < 25 n < 25 n < 25 n < 25 n < 25

45
49

46

39

39 n < 25 48 n < 25 n < 25 n < 25 n < 25

This School < City Average <

This School < City Average <

312

Garrison Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr
12%

May
13%

0% 0%

0% -1%

1% -1%

6%

9%

11%

-4%

-4%

-6%

-6%

-7%

Net Cumulative Change (%)
7%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

H.D. Cooke Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

227DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 1 2525 17th St. NW Washington, DC 20009 (202) 939-5390 www.dcps.dc.gov/DCPS/hdcooke
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

Total Enrollment (#)
388 Students

Enrollment by Race/Ethnicity (%)
Asian 3 3 28 63 1 Black non-Hispanic 28 Hispanic / Latino 63 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 4 4 1

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency 46 Special Education by level Level 1 52 Level 2 45 Level 3 Level 4 3 3 52 45 8 8 99

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

H.D. Cooke Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 0 4
3 8 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

5 n 5< 10 8 n< 10 7 3 n < 10 1 6 n < 11 10 0 n < 10 1 11 n< 10 7 2 n < 10 2 n < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10 n < 10

0

0

0

0

0

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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

H.D. Cooke Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

29 26 29

### ### ###

33 n < 25

31 27 27

### ### ###

n < 2541 49 n < 2541 42 36 n< 25 22 n < 25 n < 25

33 n < 25 46 30 n < 25 35 n < 25 n < 25

26 31

### ###

30 n < 25 47

32
59

### ###

39 n < 25 44 n < 25 n < 25 n < 25 n < 25

34 n < 25
n < 25 n < 25 n < 25

30

41

52

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

42 42

44 44

43 43

n < 25 43 50 n < 25 43 49 n < 25 n < 25 n < 25

42 40

54 54

48 47

n < 25 48 50 n < 25 47 49 n < 25 n < 25 n < 25

53 36

35 55

45 45

n < 25 n < 25 n < 25 n < 25 n < 25

45
49

42 41

43 58

42 49

n < 25 n < 25 n < 25 n < 25 n < 25

42

48

45

52

49

55

This School < City Average <

This School < City Average <

316

H.D. Cooke Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% 0%

1% 0%

2% 0%

3% 0%

4%

4%

5%

6%

-1%

-2%

-2%

-2%

Net Cumulative Change (%)
4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

H.D. Woodson High School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

464DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 7 540 55th St. NE Washington, DC 20019 (202) 939-2030 www.dcps.dc.gov/DCPS/woodson
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

Total Enrollment (#)
710 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 33 by level Level 1 26 Level 2 38 Level 3 12 Level 4 25 12 25 26 38 33 99

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

H.D. Woodson High School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
73 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
11

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

3 n < 10 3 n < 10 n < 10

25

1

23

32

2

2 n < 10 n < 10

1

3 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
1

This School City Average *

Expulsion Rate (%)

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

H.D. Woodson High School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

16 16

### ###

18 n< 25 18 n< 25 n < 25

22 24

### ###

21 n< 25

49

21 n< 25 42 n < 25

7

###

9 < 25 n 22 n < 25

7

###

12 n < 18 25 n < 25

16

###

18 n < 25 n < 25 n < 25 n < 25 n < 25

47

22

###

22 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

41 39

36 36

39 38

n < 2539 50 38 n < 25 49 n < 25

46 46

41 41

44 44

n < 25 44 50 n < 25 44 49 n < 25

37

42

39

39 n < 25 43 n < 25

40

42

41

41 n < 25 43 n < 25

41

36

39

39 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

47

42

45

n < 25 n < 25 n < 25 n < 25 n < 25

45
48

This School < City Average <

320

H.D. Woodson High School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May
12%

2% 0%

5%

6%

8%

9%

11%

11%

-1%

-2%

-4%

-5%

-7%

-9%

-13%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Hardy Middle School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

246DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-8th 2 1819 35th St. NW Washington, DC 20007 (202) 729-4350 www.hardyms.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

Total Enrollment (#)
404 Students

Enrollment by Race/Ethnicity (%)
Asian 4 4 69 17 3 Black non-Hispanic 69 Hispanic / Latino 17 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 7 7 3

Enrollment by Subgroup (%)
Free or Reduced Lunch 56 Limited English Proficiency by level Level 1 50 Level 2 44 Level 3 Level 4 6 6 50 44 4 56

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

Hardy Middle School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
0 21

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days

n < 10 n < 10 n < 10 14 n < 10 13 n3 < 10 n < 10 7 n < 11 10 0 n < 11 10 n < 10

23
26

0n < 10 1
1

30

30

1n < 10

22 38

0n < 10 1
35 2

4 n < 10

0

0 n < 10
1

29
31

1 n < 10

This School

Total Explusions (#)
0

0

0 n < 10 0 n < 10 1 n < 10

This School City Average *

Expulsion Rate (%)

0.00 0.43

19 n < 10 2
This School < City Average * <

0

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

Hardy Middle School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

68 58

### ###

n < 25 n < 25 n < 25

67

63 50

### ###

n < 25

49

62

58

n < 25 4250 n < 25

29

###

25 n< 25 22 n < 25

24

###

25 n< 18 25 n < 25

64 66

### ###

n < 25 n < 25 n < 25 n < 25

47

60
59

57 63

### ###

n < 25 44 n < 25 n < 25 n < 25

57

71

52

69

89

###

n < 25

91

93

89

###

n < 25

81

92

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

46 43

40 38

43 40

n < 25 43 50 n < 2540 49 n < 25

48 48

50 46

49 47

n < 25 49 50 n < 25 47 49 n < 25

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

n < 25 n < 25 n < 25 n < 25

48

48 51
55

40 n < 25 52 n < 25 n < 25

57

55

n < 25

55
59

46

44

n < 25

44

62

This School < City Average <

This School < City Average <

324

Hardy Middle School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% -1%

2% -1%

2%

2%

3%

4%

-2%

-2%

-3%

-3%

Net Cumulative Change (%)
1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Hart Middle School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

413DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-8th 8 601 Mississippi Ave. SE Washington, DC 20032 (202) 671-6426 www.charleshartmiddle.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

Total Enrollment (#)
517 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 25 by level Level 1 20 Level 2 53 Level 3 15 Level 4 12 15 12 20 53 25 99

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

Hart Middle School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
90 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
0 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.

6
6

21

0 0
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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

1

2 n < 10 n < 10

35

46

2

2 n < 10 n < 10

31

37

1

3 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

0.00 0.43

This School < City Average * <

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.

327

Hart Middle School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

29 27

### ###

n < 27 25 n < 27 25 n < 25

23 23

### ###

30 n < 25

49

30 n < 25 42 n < 25

10

###

12 n < 25 22 n < 25

5

###

10 n < 18 25 n < 25

28

###

26 n < 25 n < 25 n < 25 n < 25 n < 25

47

23

###

29 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

44 41

32 32

38 36

38 n < 25 50 36 n < 25 49 n < 25

36 38

41 41

38 39

38 n < 25 50 n < 2539 49 n < 25

33

35

34

34 n < 25 43 n < 25

35

37

36

36 n < 25 43 n < 25

43

32

38

38 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

36

40

38

38 n < 25 48 n < 25 n < 25 n < 25 n < 25
This School < City Average <

328

Hart Middle School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Mar
14%

Apr
15%

May
15%

2% 0%

4%

6%

10%

-2%

-2%

-5%

-7%

-8%

-9%

-9%

Net Cumulative Change (%)
6%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Hearst Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

258DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK4-5th 3 3950 37th St. NW Washington, DC 20008 (202) 282-0106 http://www.hearstes.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

Total Enrollment (#)
273 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 28 28 4 6 4 1 4 56 6 4 1 Black non-Hispanic 56

Enrollment by Subgroup (%)
Free or Reduced Lunch 33 Limited English Proficiency by level Level 1 46 Level 2 23 Level 3 Level 4 31 31 23 46 4 33

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

Hearst Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1 1
2 23 48

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 0 n3 < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10

0

0

0

0

0

This School

Total Explusions (#)
0

0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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

Hearst Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

60 47

### ###

n < 25

67

63 41

### ###

n < 25

49

71

n < 25 4653 n < 25 n < 25 n < 25

n < 25 42 61 n < 25 n < 25 n < 25

52

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

63

58

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

68

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

51

72

62

n < 25 n < 25 n < 25 n < 25 n < 25

50

62

59

68

64

n < 25 n < 25 n < 25 n < 25 n < 25

50

64

54

71

63

n < 25 n < 25 n < 25 n < 25 n < 25

49

63

63

68

66

n < 25 n < 25 n < 25 n < 25 n < 25

48

66

This School < City Average <

This School < City Average <

332

Hearst Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0% -1%

1% -1%

2% -1%

3% -1%

3%

3%

4%

-2%

-2%

-3%

Net Cumulative Change (%)
1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Hendley Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

249DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 8 425 Chesapeake St. SE Washington, DC 20032 (202) 645-3450 www.dcps.dc.gov/DCPS/hendley
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

Total Enrollment (#)
339 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 13 by level Level 1 52 Level 2 41 Level 3 Level 4 5 2 5 2 52 41 13 99

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

Hendley Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 3 1 0
3 8 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Hendley Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

24 24

### ###

n <25 25 n <25 25 n < 25

18 18

### ###

n 17 < 25

49

n 17 < 25 42 n < 25

4

###

7 n< 25 22 n < 25

14

###

4 n< 18 25 n < 25

24

###

25 n < 25 n < 25 n < 25 n < 25 n < 25

47

18

###

17 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

75 86

27 27

44 46

n < 25 44 50 n < 25 46 49 n < 25 n < 25 n < 25

38 44

45 45

43 45

n < 25 43 50 n < 25 45 49 n < 25 n < 25 n < 25

75

28

45

n < 25 n < 25 n < 25 n < 25 n < 25

45
49

38

46

43

n < 25 n < 25 n < 25 n < 25 n < 25

43
48

This School < City Average <

This School < City Average <

336

Hendley Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May
12%

1%

2%

3%

4%

6%

9%

10%

-2%

-3%

-4%

-6%

-7%

-8%

-8%

-9%

Net Cumulative Change (%)
4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Hope Community PCS – Lamond
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

131Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-6th 4 6200 Kansas Avenue, NE Washington, DC 20011 202-722-4421 www.hopecommunitycs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
392 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 91 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 <1 0 <1 8 8 91

Enrollment by Subgroup (%)
Free or Reduced Lunch 83 Limited English Proficiency Special Education by level Level 1 35 Level 2 45 Level 3 13 Level 4 6 6 13 35 45 9 8 83

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

Hope Community PCS – Lamond
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
90 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8

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 * <

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

26

0

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

339

Hope Community PCS – Lamond
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

46 42

### ###

37 n < 25 53 31 n < 25 46 n < 25 n < 25 n < 25

52 46

### ###

n < 2540 49 34 n < 25 42 n < 25 n < 25 n < 25

46

###

38 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

52

###

41 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

59

27 27

44 44

n < 25 44 50 n < 25 44 49 n < 25 n < 25 n < 25

47

29 29

39 36

n < 2539 50 36 n < 25 49 n < 25 n < 25 n < 25

59

26

43

n < 25 n < 25 n < 25 n < 25 n < 25

43

49

47

29

39

39 n < 25 48 n < 25 n < 25 n < 25 n < 25

This School < City Average <

This School < City Average <

340

Hope Community PCS – Lamond
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0%

0%

0% -3%

0% -3%

0% -3%

0% -4%

0% -4%

-2%

-2%

Net Cumulative Change (%)
-4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Hope Community PCS – Tolson
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

114Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-8th 5 2917 8th Street, NE Washington, DC 20017 202-832-7370 www.hopecommunitycs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
432 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 <1 0 5 <1 94 5 Black non-Hispanic 94

Enrollment by Subgroup (%)
Free or Reduced Lunch 81 Limited English Proficiency by level Level 1 59 Level 2 15 Level 3 2 2 24 Level 4 24 15 59 2 81

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

Hope Community PCS – Tolson
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
7 22 47

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

5

5

2
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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 1 n < 10

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

343

Hope Community PCS – Tolson
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

51 51

### ###

n < 25

54

45 40

### ###

50 n < 25 49 n < 25 4251 n < 25

52 n < 25 46 n < 25

28

###

n< 25 47 22 n < 25

14

###

36 n< 18 25 n < 25

49

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

55

45

###

51 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

49 49

46 46

48 48

n < 25 48 50 n < 25 48 49 n < 25 n < 25 n < 25

58 55

48 48

53 52

n < 25

50

53

52 n < 25 49 n < 25 n < 25 n < 25

49

47

48

n < 25 n < 25 n < 25 n < 25 n < 25

48
49

59

48

54

n < 25 n < 25 n < 25 n < 25 n < 25

48

54

This School < City Average <

This School < City Average <

344

Hope Community PCS – Tolson
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -3%

0% -3%

1% -3%

1%

1%

1%

1%

-4%

-4%

-4%

-4%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Hospitality High 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

160Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 4 1851 9th Street, NW Washington, DC 20011 202-737-4150 www.washingtonhospitality.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
201 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 7 <1 93 7 Black non-Hispanic 93

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency 10 Special Education 25 by level Level 1 23 Level 2 63 Level 3 Level 4 9 5 9 5 23 63 100

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

Hospitality High PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
86 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
11 19

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0 n < 10 2 n < 10 53
1

33

1 n < 10

This School

Total Explusions (#)
0

29

0

0 n < 10 n < 10 n < 10 n < 10

This School City Average *

Expulsion Rate (%)

0.00 0.54

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

347

Hospitality High PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

27 24

### ###

37 n < 25 53 37 n < 25 46 n < 25 n < 25 n < 25

27 28

### ###

31 n < 25 49 31 n < 25 42 n < 25 n < 25 n < 25

29

###

35 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

30

###

31 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

46 45

45 45

45 45

n < 25 45 50 n < 25 45 49 n < 25 n < 25 n < 25

54 50

43 43

48 45

n < 25 48 50 n < 25 45 49 n < 25 n < 25 n < 25

54

43

48

n < 25 n < 25 n < 25 n < 25 n < 25

48
49

50

41

44

n < 25 n < 25 n < 25 n < 25 n < 25

44
48

This School < City Average <

This School < City Average <

348

Hospitality High PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0%

0%

2%

2%

2%

2%

2%

-2%

-5%

-6%

-10%

-12%

-12%

-12%

Net Cumulative Change (%)
-10%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Houston Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

251DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 7 1100 50th Pl. NE Washington, DC 20019 (202) 671-6170 www.dcps.dc.gov/DCPS/houston
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

Total Enrollment (#)
238 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 96 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 3 3 96

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 37 Level 2 40 Level 3 5 5 19 Level 4 19 37 40 1 99

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

Houston Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
8 23

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.

8

5
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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Houston Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

34 35

### ###

19 n< 25 19 n< 25 n < 25 n < 25 n < 25

36 38

### ###

n <23 25

49

n <23 25 42 n < 25 n < 25 n < 25

35

###

20 n < 25 n < 25 n < 25 n < 25 n < 25

47

35

###

23 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

46 44

18 18

33 31

33 n < 25 50 31 n < 25 49 n < 25 n < 25 n < 25

28 28

31 31

29 30

29 n < 25 30 n < 25 n < 25 n < 25 n < 25

50 49

46

20

34

34 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

28

31

29

29 n < 25 n < 25 n < 25 n < 25 n < 25

48

This School < City Average <

352

Houston Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr
14%

May
17%

0% 0%

5%

6%

9%

11%

-3%

-3% -9% -9% -10% -13% -13%

Net Cumulative Change (%)
4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Howard University Mathematics and Science 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

115Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-8th 1 405 Howard Place, NW Washington, DC 20059 202-806-7725 www.howard.edu/ms2
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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
316 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 4 2 0 <1 94 4 2 <1 Black non-Hispanic 94

Enrollment by Subgroup (%)
Free or Reduced Lunch 62 Limited English Proficiency Special Education by level Level 1 57 Level 2 36 Level 3 Level 4 7 7 36 57 3 4 62

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

Howard University Mathematics and Science PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
91 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
6 21

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

4

7

2

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

2 n < 10 2 n < 10 n < 10

1

29

35

0 n < 10 2 n < 10

29
31

1

2 n < 10

This School

Total Explusions (#)
3

0

0 n < 10 n < 10 n < 10 n < 10

This School City Average *

Expulsion Rate (%)

0.95 0.43

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

355

Howard University Mathematics and Science PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

79 74

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

79 77

73 68

### ###

n < 25

49

73 69

n < 25 42 n < 25 n < 25 n < 25

78

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

79

73

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

74

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

40 40

44 41

42 40

n < 25 42 50 n < 2540 49 n < 25 n < 25 n < 25

48 48

45 44

46 46

n < 25 46 50 n < 25 46 49 n < 25 n < 25 n < 25

40

45

42

n < 25 n < 25 n < 25 n < 25 n < 25

42

49

52

46

49

n < 25 n < 25 n < 25 n < 25 n < 25

48

49

This School < City Average <

This School < City Average <

356

Howard University Mathematics and Science PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0% -1%

0% -1%

0%

0%

0% -3%

0% -3%

-2%

-2%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Hyde-Addison Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

252DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK4-5th 2 3219 O St. NW Washington, DC 20007 (202) 282-0170 www.hyde-addison.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

Total Enrollment (#)
332 Students

Enrollment by Race/Ethnicity (%)
Asian 11 Black non-Hispanic 36 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 46 46 6 1 6 1 11 36

Enrollment by Subgroup (%)
Free or Reduced Lunch 23 Limited English Proficiency Special Education by level Level 1 83 Level 2 Level 3 Level 4 14 14 3 3 83 9 9 23

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

Hyde-Addison Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
0 48

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

1 n6 < 10 1 n< 10 8 0 n < 10 2 7 n < 11 10 0 n < 10 1 2 n< 10 8 0 n < 10 2 n < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10 n < 10

0

0

0

0

0

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.04

0 n < 10
This School < City Average * <

0

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

Hyde-Addison Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

81 70

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

80 79

83 73

### ###

n < 25

49

77 77

n < 25 42 n < 25 n < 25 n < 25

74

###

n < 25 n < 25 n < 25 n < 25

47

70

76

###

n < 25 44 n < 25 n < 25 n < 25

72

87

###

n < 25

89
91

92

###

n < 25

84

92

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

68

75 68

72 68

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

72 68

72

66 76

69 77

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

69 77

62

75

69

n < 25 n < 25 n < 25 n < 25 n < 25

49

69

69

61

64

n < 25 n < 25 n < 25 n < 25 n < 25

48

64

This School < City Average <

This School < City Average <

360

Hyde-Addison Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% 0%

2% -1%

2%

4%

4%

5%

5%

5%

-2%

-4%

-4%

-5%

-5%

-7%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Ideal Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

134Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-8th 4 6130 North Capitol Street, NW Washington, DC 20011 202-729-6660 www.iapcs.com
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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
280 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 94 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 <1 5 5 94

Enrollment by Subgroup (%)
Free or Reduced Lunch 87 Limited English Proficiency Special Education by level Level 1 73 Level 2 18 Level 3 Level 4 9 9 18 73 1 9 87

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

Ideal Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
7 22

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

5

5

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10 0 n < 10 1 n < 10

0

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

363

Ideal Academy PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

38 32

### ###

n < 25 50 53 51 n < 25 46 n < 25 n < 25 n < 25

44 40

### ###

50 n < 25 49 n < 25 4251 n < 25 n < 25 n < 25

38

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

49

44

###

51 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

33 33

58 58

43 47

n < 25 43 50 n < 25 47 49 n < 25 n < 25 n < 25

49 50

60 66

53 59

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

53 59

33

58

43

n < 25 n < 25 n < 25 n < 25 n < 25

43

49

49

60

53

n < 25 n < 25 n < 25 n < 25 n < 25

48

53

This School < City Average <

This School < City Average <

364

Ideal Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

2% 0%

3%

3%

4%

5%

5%

5%

5%

-3%

-4%

-5%

-6%

-6%

-6%

-6%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Imagine Southeast 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1116Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
611 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 <1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency Special Education 11 by level Level 1 55 Level 2 35 Level 3 Level 4 3 7 3 7 35 55 11 100

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

Imagine Southeast PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
90 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8 22

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

6

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

367

Imagine Southeast PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

###

32 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

36

###

25 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

56 57

29 29

41 40

n < 2541 50 n < 2540 49 n < 25

59 59

24 24

39 38

n < 2539 50 38 n < 25 49 n < 25

24

24

24 n < 25 43 n < 25

21

26

26 n < 25 43 n < 25

56

29

41

n < 25 n < 25 n < 25 n < 25 n < 25

41

49

57

25

38

38 n < 25 48 n < 25 n < 25 n < 25 n < 25

This School < City Average <

This School < City Average <

368

Imagine Southeast PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

1% -1%

1% -1%

1% -1%

1% -1%

1%

1%

1%

-2%

-2%

-2%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Inspired Teaching Demonstration 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

3064Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 1 1328 Florida Avenue, NW Washington, DC 20009 202-248-6825 www.inspiredteachingschool.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
207 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 38 38 4 2 2 0 4 53 2 2 <1 Black non-Hispanic 53

Enrollment by Subgroup (%)
Free or Reduced Lunch 21 Limited English Proficiency Special Education by level Level 1 58 Level 2 25 Level 3 Level 4 17 17 25 58 7 7 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.

370

Inspired Teaching Demonstration PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 0 6 5
6 3 46

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

2 n 5< 10 n6 < 10 n < 10 n< 10 9 n < 10 3 n6 < 10 n < 10 n < 10 n < 10
0

0n < 10 0n < 10 n < 10

41

0

25

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
1

This School City Average *

Expulsion Rate (%)

0.49 0.03

0 n < 10
This School < City Average * <

0

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 school’s policies, please visit http://bit.ly/1djn02G

371

Inspired Teaching Demonstration PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

###

n < 25 n < 25 n < 25 n < 25 n < 25

65

###

n < 25 n < 25 n < 25 n < 25 n < 25

49

57

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

56

###

52 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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 in having a growth score due to grades served.

372

Inspired Teaching Demonstration PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% -1%

1% -1%

1% -1%

1% -1%

1% -1%

1%

-2%

Net Cumulative Change (%)
0%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Integrated Design Electronics Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

163Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 7 1027 45th Street, NE Washington, DC 20019 202-399-4750 www.ideapcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
298 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 0 <1 <1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency Special Education 17 by level Level 1 12 Level 2 22 Level 3 39 Level 4 27 27 12 22 39 17 100

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

Integrated Design Electronics Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
88 87

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
9 20

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

9

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0n < 10 2 n < 10

34

47

2

2 n < 10 n < 10

35

0 n < 10 2 n < 10 n < 10 n < 10 n < 10
This School < City Average * < This School < City Average * <

This School

Total Explusions (#)
13

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

375

Integrated Design Electronics Academy PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

35 36

### ###

n < 25 51 53 51 n < 25 46 n < 25 n < 25 n < 25

35 34

### ###

n < 25

49

61

n < 25 42 61 n < 25 n < 25 n < 25

35

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

51

35

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

61

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

38 40

55 55

45 47

n < 25 45 50 n < 25 47 49 n < 25 n < 25 n < 25

37 40

66 66

50 52

50 n < 25 50 52 n < 25 49 n < 25 n < 25 n < 25

38

55

45

n < 25 n < 25 n < 25 n < 25 n < 25

45
49

37

66

50

n < 25 n < 25 n < 25 n < 25 n < 25

48

50

This School < City Average <

This School < City Average <

376

Integrated Design Electronics Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -3%

0%

0%

0%

0%

0%

0%

-5%

-8%

-11%

-13%

-15%

-16%

Net Cumulative Change (%)
-16%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

J.O. Wilson Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

339DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 6 660 K St. NE Washington, DC 20002 (202) 698-4733 www.dcps.dc.gov/DCPS/wilsonjo
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

Total Enrollment (#)
408 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 91 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 3 3 4 2 4 2 91

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 40 Level 2 13 Level 3 2 2 46 Level 4 46 13 40 2 99

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

J.O. Wilson Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 4 2 2
3 8 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

1 n 5< 10 2 n< 10 7 0 n < 10 1 0 n < 11 10 n < 10 2 n< 10 7 0 n < 10 2 n < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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

J.O. Wilson Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

39 38

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

64 64

46 46

### ###

53 n < 25 49 n < 25 42 53 n < 25 n < 25 n < 25

39

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

63

46

###

52 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

23 16

70 70

47 46

n < 25 47 50 n < 25 46 49 n < 25 n < 25 n < 25

35 31

48 48

42 41

n < 25 42 50 n < 25 41 49 n < 25 n < 25 n < 25

23

70

48

n < 25 n < 25 n < 25 n < 25 n < 25

48
49

36

48

42

n < 25 n < 25 n < 25 n < 25 n < 25

42

48

This School < City Average <

This School < City Average <

380

J.O. Wilson Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

1% -1%

2%

2%

3%

3%

3%

4%

-2%

-3%

-4%

-4%

-4%

-4%

Net Cumulative Change (%)
0%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Janney Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

254DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK4-5th 3 4130 Albemarle St. NW Washington, DC 20016 (202) 282-0110 janneyschool.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

Total Enrollment (#)
599 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 74 74 3 7 8 8 3 7 8 8

Enrollment by Subgroup (%)
Free or Reduced Lunch Limited English Proficiency Special Education by level Level 1 88 Level 2 Level 3 Level 4 6 6 6 6 88 2 4 6 2

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

Janney Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
97 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 0
0 7 48

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 * <

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

0 n6 < 10 0 n< 10 8 0 n < 10 2 0 n < 11 10 0 n < 10 1 2 n< 10 8 0 n < 10 2 0 n3 < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10

0

0

0

0

0

This School

Total Explusions (#)
0

0

0

This School City Average *

Expulsion Rate (%)

0.00 0.04

0 n < 10
This School < City Average * <

0

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

Janney Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

89

###

n < 25 n < 25 n < 25

93

93

###

n < 25 n < 25 n < 25

49

94

###

n< 25 22 n < 25

61

###

n< 18 25 n < 25

64

63

###

n < 25 n < 25 n < 25 n < 25

47

73

75

###

n < 25 44 n < 25 n < 25 n < 25

83

93

###

n < 25

91

95

95

###

n < 25

92

96

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

54

56

55

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

50

55

79

60

70

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

50

70

58

59

58

n < 25

58
59

77

63

70

n < 25

62

70

This School < City Average <

This School < City Average <

384

Janney Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

1% -1%

1% -1%

1% -1%

1% -1%

2%

2%

-2%

-2%

Net Cumulative Change (%)
0%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Jefferson Middle School Academy
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

433DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-8th 6 801 7th St. SW Washington, DC 20024 (202) 729-3270 www.JeffersonTrojans.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

Total Enrollment (#)
279 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 6 3 6 91 3 Black non-Hispanic 91

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 15 Level 2 57 Level 3 20 Level 4 9 9 20 15 57 2 99

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

Jefferson Middle School Academy
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
90 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
6 21

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.

7

4

4 4
This School < City Average * <

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

n < 10 n < 10 n < 10 n < 10 0 n3 < 10 n < 10 n < 10 n < 10 n < 10 n < 10

26

32 36

2 n < 10 3 n < 10 n < 10

30

1

35

48

0 n < 10 2
0

0 n < 10
1

31

34

2 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

0.00 0.43

This School < City Average * <

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.

387

Jefferson Middle School Academy
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

48 40

### ###

n < 25 n < 25 n < 25

63 63

42 32

### ###

n < 25 45 49 45 n < 25 42 n < 25

###

n 17 < 25 22 n < 25

###

7 n< 18 25 n < 25

41

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

60

37

###

42 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

39 42

68 68

57 60

n < 25 n < 25 n < 25

50 49

57 60

51 53

55 55

54 54

n < 25 n < 25 n < 25

50 49

54 54

63

53

n < 25 43 n < 25

53

41

48

48 n < 25 43 n < 25

38

68

57

n < 25 n < 25 n < 25 n < 25 n < 25

49

57

48

53

51

n < 25 n < 25 n < 25 n < 25 n < 25

48

51

This School < City Average <

This School < City Average <

388

Jefferson Middle School Academy
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% 0%

2% -1%

4%

4%

4%

5%

6%

6%

-1%

-3%

-4%

-4%

-5%

-6%

Net Cumulative Change (%)
0%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Johnson Middle School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

416DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-8th 8 1400 Bruce Pl. SE Washington, DC 20020 (202) 939-3140 http://johnsonms.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

Total Enrollment (#)
244 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 19 by level Level 1 13 Level 2 62 Level 3 11 Level 4 13 11 13 13 62 19 99

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

Johnson Middle School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
86 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 4 3
4 6 21

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10

26

55 54
1

n8 < 10 n7 < 10 n < 10

30

35

64

2

4 n < 10 n < 10

31

53
1

7 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

0.00 0.43

This School < City Average * <

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.

391

Johnson Middle School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

2

###

7 n< 25 22 n < 25

4

### 2n < 18 25 n < 25

23

###

29 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

18

###

30 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

34 30

41 41

37 36

37 n < 25 50 36 n < 25 49 n < 25

34 34

51 51

42 43

n < 25 42 50 n < 25 43 49 n < 25

39

40

39

39 n < 25 43 n < 25

34

43

38

38 n < 25 43 n < 25

34

41

37

37 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

34

51

42

n < 25 n < 25 n < 25 n < 25 n < 25

42

48

This School < City Average <

392

Johnson Middle School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Mar
14%

Apr
16%

May
18%

2% 0%

4%

6%

9%

-2%

-2%

-5%

-8%

-9%

-10%

-11%

Net Cumulative Change (%)
7%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Kelly Miller Middle School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

421DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-8th 7 301 49th St. NE Washington, DC 20019 (202) 388-6870 Kellymillerms.com
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

Total Enrollment (#)
353 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 11 Level 2 53 Level 3 9 9 27 Level 4 27 11 53 1 99

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

Kelly Miller Middle School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
91 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
0 6 21 48

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10

26

36 38

1n < 10 1n < 10 n < 10

30

1

33
35

1 n < 10 2 n < 10

31

35

1

1 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

0.00 0.43

This School < City Average * <

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.

395

Kelly Miller Middle School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

38 40

### ###

53 n < 25 53 n < 25 4653 n < 25

24 25

### ###

37 n < 25 49 37 n < 25 42 n < 25

13

###

28 n< 25 22 n < 25

5

###

18 n< 18 25 n < 25

38

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

52

24

###

37 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

58 58

65 65

62 62

n < 25 n < 25 n < 25

50 49

62 62

51 54

62 62

57 58

n < 25 n < 25 n < 25

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

n < 25 n < 25 n < 25 n < 25 n < 25

49

61

51

62

56

n < 25 n < 25 n < 25 n < 25 n < 25

48

56

This School < City Average <

This School < City Average <

396

Kelly Miller Middle School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

1% -3%

3%

5%

7%

7%

8%

10%

-4%

-4%

-5%

-6%

-6%

-6%

Net Cumulative Change (%)
4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Ketcham Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

257DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 8 1919 15th St. SE Washington, DC 20020 (202) 698-1122 www.dcps.dc.gov/DCPS/ketcham
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

Total Enrollment (#)
260 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 11 by level Level 1 52 Level 2 41 Level 3 Level 4 7 7 52 41 11 99

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

Ketcham Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
92 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8 23

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

6

8

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Ketcham Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

27 26

### ###

38 n < 25 53 38 n < 25 46 n < 25 n < 25 n < 25

24 21

### ###

30 n < 25

49

30 n < 25 42 n < 25 n < 25 n < 25

27

###

38 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

24

###

30 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

40 38

34 34

37 36

37 n < 25 50 36 n < 25 49 n < 25 n < 25 n < 25

44 40

45 45

45 42

n < 25 45 50 n < 25 42 49 n < 25 n < 25 n < 25

40

33

36

36 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

44

44

44

n < 25 n < 25 n < 25 n < 25 n < 25

44
48

This School < City Average <

400

Ketcham Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May
12%

2%

4%

5%

9%

9%

10%

10%

-3%

-5%

-5%

-8%

-8%

-8%

-8%

-10%

Net Cumulative Change (%)
2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Key Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

272DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK4-5th 3 5001 Dana Pl. NW Washington, DC 20016 (202) 729-3280 www.dcps.dc.gov/DCPS/key
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

Total Enrollment (#)
375 Students

Enrollment by Race/Ethnicity (%)
Asian 5 5 10 11 10 Black non-Hispanic 10 Hispanic / Latino 11 Multiracial 10 Native American / Alaskan Pacific / Hawaiian White non-Hispanic 63 63

Enrollment by Subgroup (%)
Free or Reduced Lunch Special Education by level Level 1 79 Level 2 17 Level 3 Level 4 4 4 17 79 9 7 9 Limited English Proficiency 10

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

Key Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 4 1
0 5 7 23 48

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

0 n6 < 10 0 n< 10 8 0 n < 10 2 0 n < 11 10 0 n < 10 1 0 n< 10 8 0 n < 10 2 0 n3 < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10

0

0

0

0

0

This School

Total Explusions (#)
0

0

0

This School City Average *

Expulsion Rate (%)

0.00 0.04

0 n < 10
This School < City Average * <

0

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

Key Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

92

###

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

90

91

###

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

49

91

96

###

n < 25

91

95

97

###

n < 25

92

98

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

51

60

55

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

50

55

67

70

68

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

50

68

51

56

54

n < 25

54
59

63

70

67

n < 25

62

67

This School < City Average <

This School < City Average <

404

Key Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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%

Net Cumulative Change (%)
5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Kimball Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

259DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 7 3375 Minnesota Ave. SE Washington, DC 20019 (202) 671-6260 www.dcps.dc.gov/DCPS/kimball
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

Total Enrollment (#)
289 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 96 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 2 1 2 1 96

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 10 by level Level 1 53 Level 2 27 Level 3 20 Level 4 27 20 53 10 99

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

Kimball Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
0 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Kimball Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

30 29

### ###

29 n < 25

27 27

### ###

34 n < 25 49 34 n < 25 42 n < 25 n < 25 n < 25

29 n < 25 46 n < 25 n < 25 n < 25

29

###

27 n < 25 n < 25 n < 25 n < 25 n < 25

47

27

###

33 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

56 55

40 40

48 47

n < 25 48 50 n < 25 47 49 n < 25 n < 25 n < 25

53 49

62 62

57 56

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

57

56

55

37

47

n < 25 n < 25 n < 25 n < 25 n < 25

47
49

53

62

57

n < 25 n < 25 n < 25 n < 25 n < 25

48

57

This School < City Average <

This School < City Average <

408

Kimball Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

2% -1%

4%

5%

5%

7%

7%

9%

10%

-2%

-2%

-3%

-5%

-6%

-7%

-7%

Net Cumulative Change (%)
4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

King Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

344DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 8 3200 6th St. SE Washington, DC 20032 (202) 939-4900 www.dcps.dc.gov/DCPS/king
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

Total Enrollment (#)
311 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education by level Level 1 50 Level 2 32 Level 3 14 Level 4 4 4 14 32 50 9 9 99

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

King Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2
3 47

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

King Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

31 31

### ###

28 n < 25

27 26

### ###

n < 2541 49 n < 2541 42 n < 25 n < 25 n < 25

28 n < 25 46 n < 25 n < 25 n < 25

31

###

28 n < 25 n < 25 n < 25 n < 25 n < 25

47

27

###

41 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

33 34

23 23

28 28

28 n < 25 28 n < 25 n < 25 n < 25 n < 25

50 49

25 25

37 37

31 32

31 n < 25

50

32 n < 25 49 n < 25 n < 25 n < 25

33

23

28

28 n < 25 n < 25 n < 25 n < 25 n < 25

49

26

37

32

32 n < 25 48 n < 25 n < 25 n < 25 n < 25

This School < City Average <

This School < City Average <

412

King Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

2% -1%

2% -1%

2% -1%

4%

5%

6%

7%

9%

-3%

-5%

-6%

-6%

-7%

Net Cumulative Change (%)
2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

KIPP DC – AIM Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

116Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

5th-8th 8 2600 Douglass Road, SE Washington, DC 20020 202-678-5477 www.kippdc.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
330 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 96 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 <1 2 2 2 2 96

Enrollment by Subgroup (%)
Free or Reduced Lunch 86 Limited English Proficiency by level Level 1 13 Level 2 32 Level 3 52 Level 4 4 4 13 32 52 0 86

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

KIPP DC – AIM Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2
0 6 22

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

8

4

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

n < 10 22 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10

29 30

1n < 10 1n < 10 n < 10

27

1

32

41

0 n < 10 1 n < 10

27

29

1

1 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
4

This School City Average *

Expulsion Rate (%)

1.21 0.35

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

415

KIPP DC – AIM Academy PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

85 85

### ###

n < 25 n < 25 n < 25

78 76

59 58

### ###

n < 25

49

58

n < 25 42 56 n < 25

58

###

n< 2541 22 n < 25

23

###

n 17 < 18 25 n < 25

85

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

77

59

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

58

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

80 80

75 74

78 77

n < 25 n < 25 n < 25

50 49

78 77

72 72

56 56

64 64

n < 25 n < 25 n < 25

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

n < 25 n < 25 n < 25 n < 25 n < 25

49

77

72

56

64

n < 25 n < 25 n < 25 n < 25 n < 25

48

64

This School < City Average <

This School < City Average <

416

KIPP DC – AIM Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0%

0%

0% -3%

0% -4%

1%

1%

1%

-2%

-2%

-5%

-5%

-5%

Net Cumulative Change (%)
-4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

KIPP DC – College Preparatory 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1123Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 8 2600 Douglass Road, SE Washington, DC 20020 202-678-2527 www.kippdc.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
399 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 98 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 2 <1 2 98

Enrollment by Subgroup (%)
Free or Reduced Lunch 78 Limited English Proficiency Special Education 15 by level Level 1 13 Level 2 36 Level 3 46 Level 4 5 5 13 36 46 15 78

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

KIPP DC – College Preparatory PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2 2 7
11 19 32

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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 * <

1n < 10 1n < 10 n < 10

23
24

1

28

33

0 n < 10 2 n < 10

23
24

1

1 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
3

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

419

KIPP DC – College Preparatory PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

76 78

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

87 87

52 54

### ###

n < 25

49

68 67

n < 25 42 n < 25 n < 25 n < 25

76

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

87

52

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

67

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

53 52

55 54

54 53

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

54

45 46

46 47

45 46

n < 25 45 50 n < 25 46 49 n < 25 n < 25 n < 25

53

53

54

54

n < 25 n < 25 n < 25 n < 25 n < 25

49

54

45

47

46

n < 25 n < 25 n < 25 n < 25 n < 25

46
48

This School < City Average <

This School < City Average <

420

KIPP DC – College Preparatory PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

1% -1%

1%

1% -3%

1%

1%

1%

1%

-2%

-5%

-5%

-6%

-6%

Net Cumulative Change (%)
-5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

KIPP DC – Discover Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1122Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-KG 8 2600 Douglass Road, SE Washington, DC 20020 202-678-7735 www.kippdc.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
305 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 96 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 2 2 2 2 96

Enrollment by Subgroup (%)
Free or Reduced Lunch 85 Limited English Proficiency Special Education by level Level 1 68 Level 2 26 Level 3 Level 4 5 5 26 68 9 9 85

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

KIPP DC – Discover Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 91

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1 5
5 10 23 42

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

423

KIPP DC – Discover Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0% -1%

0%

0% -3%

0%

0%

0%

-2%

-5%

-5%

-5%

Net Cumulative Change (%)
-5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

KIPP DC – Grow Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1129Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-KG 6 421 P Street, NW Washington, DC 20001 202-986-4769 www.kippdc.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
308 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 1 3 3 <1 92 3 3 Black non-Hispanic 92

Enrollment by Subgroup (%)
Free or Reduced Lunch 74 Limited English Proficiency Special Education by level Level 1 81 Level 2 14 Level 3 Level 4 5 5 14 81 3 8 74

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

KIPP DC – Grow Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 91

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
0 23 42

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

1 n < 10 1 1 n < 10 2 n < 10 5 n < 10 2 n < 10 1 n < 10 2
0

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

0

This School City Average *

Expulsion Rate (%)

0.00 0.01

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 school’s policies, please visit http://bit.ly/1djn02G

426

KIPP DC – Grow Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% -1%

0%

0%

0%

0%

0% -3%

-2%

-2%

-2%

-2%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

KIPP DC – Heights Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

3071Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

1st-3rd 8 2600 Douglass Road, SE Washington, DC 20020 202-610-5323 www.kippdc.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
209 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 96 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 3 1 3 96

Enrollment by Subgroup (%)
Free or Reduced Lunch 90 Limited English Proficiency Special Education 10 by level Level 1 70 Level 2 30 Level 3 Level 4 30 70 10 90

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

KIPP DC – Heights Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 94

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 3 1
0 7 23

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

429

KIPP DC – Heights Academy PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

KIPP DC – Heights Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0%

0%

1% -3%

1% -3%

1% -3%

1%

-2%

-2%

-4%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

KIPP DC – KEY Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

189Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

5th-8th 7 4801 Benning Road, SE Washington, DC 20019 202-582-5477 www.kippdc.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
327 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 96 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 3 <1 3 96

Enrollment by Subgroup (%)
Free or Reduced Lunch 81 Limited English Proficiency Special Education 13 by level Level 1 Level 2 63 Level 3 37 Level 4 37 63 13 81

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

KIPP DC – KEY Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
6 49

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0n < 10 1 n < 10

32

37

0 n < 10 1 n < 10

35

0 n < 10 1 n < 10 n < 10 n < 10 n < 10
This School < City Average * < This School < City Average * <

This School

Total Explusions (#)
2

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

433

KIPP DC – KEY Academy PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

78 75

### ###

n < 25 n < 25 n < 25

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

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

86

67

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

76

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

71 71

72 71

71 71

n < 25 n < 25 n < 25

50 49

71 71

70 69

71 71

70 70

n < 25 n < 25 n < 25

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

n < 25 n < 25 n < 25 n < 25 n < 25

49

71

70

70

70

n < 25 n < 25 n < 25 n < 25 n < 25

48

70

This School < City Average <

This School < City Average <

434

KIPP DC – KEY Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0% -1%

0%

0% -3%

1%

1%

1%

-2%

-4%

-4%

-5%

Net Cumulative Change (%)
-4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

KIPP DC – LEAD Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

190Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

1st-2nd 6 421 P Street, NW Washington, DC 20001 202-223-4505 www.kippdc.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
107 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 93 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 <1 3 3 3 3 93

Enrollment by Subgroup (%)
Free or Reduced Lunch 76 Limited English Proficiency Special Education by level Level 1 67 Level 2 33 Level 3 Level 4 33 67 3 6 76

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

KIPP DC – LEAD Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 5 2
0 5 7 22 50

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10 n < 10 n < 10

0

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
1

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

437

KIPP DC – LEAD Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0% -1%

0% -1%

0%

0% -3%

0% -3%

0% -3%

0% -3%

-2%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

KIPP DC – LEAP Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

132Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-KG 7 4801 Benning Road, SE Washington, DC 20019 202-582-5327 www.kippdc.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
302 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 93 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 3 3 0 0 3 3 <1 <1 93

Enrollment by Subgroup (%)
Free or Reduced Lunch 89 Limited English Proficiency by level Level 1 80 Level 2 20 Level 3 Level 4 20 80 1 89

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

KIPP DC – LEAP Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 91

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
5 10 23 42

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

8

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10

This School

Total Explusions (#)
0

0

0 n < 10 n < 10 n < 10
This School < City Average * <

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

440

KIPP DC – LEAP Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% -1%

0% -1%

0% -1%

0% -1%

0% -1%

0%

-2%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

KIPP DC – Promise Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

1121Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

1st-4th 7 4801 Benning Road, SE Washington, DC 20019 202-582-1390 www.kippdc.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
415 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 96 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 2 0 1 2 <1 96

Enrollment by Subgroup (%)
Free or Reduced Lunch 84 Limited English Proficiency Special Education 11 by level Level 1 52 Level 2 44 Level 3 Level 4 2 2 2 2 52 44 11 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.

442

KIPP DC – Promise Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 94

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
0 23 50

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

7

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

21

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
1

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

443

KIPP DC – Promise Academy PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

28 23

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

63

52 46

### ###

n < 25

49

56

62

n < 25 42 57 n < 25 n < 25 n < 25

28

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

63

52

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

56

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

79 79

n < 25 n < 25 n < 25 n < 25 n < 25
49

74 72

n < 25 n < 25 n < 25 n < 25 n < 25
49

79

n < 25 n < 25 n < 25 n < 25 n < 25

49

73

n < 25 n < 25 n < 25 n < 25 n < 25

48

This School < City Average <

This School < City Average <

444

KIPP DC – Promise Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% 0%

0% 0%

0% 0%

0% -1%

0% -1%

0% -1%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

KIPP DC – WILL Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

121Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

4th-8th 6 421 P Street, NW Washington, DC 20001 202-328-9455 www.kippdc.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
337 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 2 4 0 <1 94 2 4 <1 Black non-Hispanic 94

Enrollment by Subgroup (%)
Free or Reduced Lunch 75 Limited English Proficiency Special Education 18 by level Level 1 25 Level 2 51 Level 3 17 Level 4 7 7 17 25 51 18 75

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

KIPP DC – WILL Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 4 1 1
2 4 6 22 49

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0n < 10 1 n < 10

29

59

1

2 n < 10 n < 10

31

0 n < 10 1 n < 10

This School

Total Explusions (#)
6

33
1

8 n < 10 n < 10 n < 10

This School City Average *

Expulsion Rate (%)

1.78 0.29

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

447

KIPP DC – WILL Academy PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

67 66

### ###

n < 25 n < 25 n < 25

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

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

78

55

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

62

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

62 62

82 81

72 71

n < 25 n < 25 n < 25

50 49

72 71

58 57

58 59

58 58

n < 25 n < 25 n < 25

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

n < 25 n < 25 n < 25 n < 25 n < 25

49

71

58

58

58

n < 25 n < 25 n < 25 n < 25 n < 25

48

58

This School < City Average <

This School < City Average <

448

KIPP DC – WILL Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

0% -1%

0% -1%

0% -1%

0% -3%

1%

1%

1%

-4%

-4%

-4%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Kramer Middle School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

417DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

6th-8th 8 1700 Q St. SE Washington, DC 20020 (202) 939-3150 kramerms.com
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

Total Enrollment (#)
277 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 99 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 23 by level Level 1 19 Level 2 71 Level 3 Level 4 7 3 7 3 19 71 23 99

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

Kramer Middle School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
91 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 2 1
2 6 21 48

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

4

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10

26

51 49
1

n9 < 10 n8 < 10 n < 10

30

35

52

2

9 n < 10 n < 10

31

49
1

8 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

0.00 0.43

This School < City Average * <

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.

451

Kramer Middle School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

4

###

9 < 25 n 22 n < 25

###

4 n< 18 25 n < 25

25

###

31 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

17

###

22 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

37 39

41 41

39 40

n < 2539 50 n < 2540 49 n < 25

38 37

49 49

43 43

n < 25 43 50 n < 25 43 49 n < 25

25

35

29

29 n < 25 43 n < 25

25

39

31

31 n < 25 43 n < 25

37

42

39

39 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

38

49

43

n < 25 n < 25 n < 25 n < 25 n < 25

43
48

This School < City Average <

452

Kramer Middle School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr
14%

May
15%

1% -1%

4%

6%

8%

11%

-3%

-3%

-8%

-8%

-9%

-11%

-12%

Net Cumulative Change (%)
3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Lafayette Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

261DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

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

Total Enrollment (#)
689 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 72 72 3 8 7 3 10 8 7 Black non-Hispanic 10

Enrollment by Subgroup (%)
Free or Reduced Lunch Limited English Proficiency Special Education by level Level 1 53 Level 2 37 Level 3 Level 4 5 5 5 5 37 53 7 2 6 7

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

Lafayette Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
0 48

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 * <

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

0 n6 < 10 0 n< 10 8 0 n < 10 2 0 n < 11 10 0 n < 10 1 0 n< 10 8 0 n < 10 2 0 n3 < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10

0

0

0

0

0

This School

Total Explusions (#)
0

0

0

This School City Average *

Expulsion Rate (%)

0.00 0.04

0 n < 10
This School < City Average * <

0

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

Lafayette Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

91

###

n < 25 n < 25 n < 25 n < 25 n < 25

92

90

###

n < 25 n < 25 n < 25 n < 25 n < 25

49

90

82

###

n < 25 n < 25 n < 25 n < 25

47

77

70

###

n < 25 44 n < 25 n < 25 n < 25

67

93

###

n < 25

91

95

96

###

n < 25

92

96

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

50

54

52

52 n < 25 50 n < 25 n < 25 n < 25 n < 25

63

49

56

n < 25 n < 25 n < 25 n < 25 n < 25

50

56

50

46

n < 25 n < 25 n < 25 n < 25

46
49

59

56

n < 25 n < 25 n < 25 n < 25

48

56

50

56

53

n < 25

53

59

66

51

58

n < 25

58
62

This School < City Average <

This School < City Average <

456

Lafayette Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

1% 0%

1% -1%

1% -1%

1%

1%

2%

3%

-2%

-2%

-2%

-2%

Net Cumulative Change (%)
1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Langdon Education Campus
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

262DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-8th 5 1900 Evarts St. NE Washington, DC 20018 (202) 576-6048 www.dcps.dc.gov/DCPS/langdon
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

Total Enrollment (#)
350 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 92 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 7 7 92

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 35 Level 2 55 Level 3 Level 4 8 3 8 3 35 55 5 99

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

Langdon Education Campus
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
7 22

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

5

7

2
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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 1 n < 10

0

0

28

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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

Langdon Education Campus
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

57 53

### ###

n < 25 43 53 n < 25 43 46 n < 25

56 47

### ###

53 n < 25 49 n < 25 42 53 n < 25

19

###

9 < 25 n 22 n < 25

15

###

22 n< 18 25 n < 25

57

###

n < 25 n < 25 n < 25 n < 25 n < 25

42
47

56

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

53

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 2540 50 n < 25 42 49 n < 25

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

31 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

35

46

40

40 n < 25 48 n < 25 n < 25 n < 25 n < 25
This School < City Average <

460

Langdon Education Campus
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

1% -3%

2%

3%

4%

7%

9%

9%

-3%

-3%

-4%

-4%

-4%

-4%

Net Cumulative Change (%)
5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Langley Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

370DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 5 101 T Street NE Washington, DC 20002 (202) 724-4223 www.langleyeducationcampus.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

Total Enrollment (#)
417 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 93 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 6 6 93

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 33 Level 2 18 Level 3 2 2 47 Level 4 47 18 33 4 99

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

Langley Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
7 22

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

5

3

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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

0

0

0n < 10
1

28

1 n < 10 n < 10

26

0

1 n < 10

This School

Total Explusions (#)
0

0

0 n < 10 n < 10 n < 10 n < 10

This School City Average *

Expulsion Rate (%)

0.00 0.13

This School < City Average * <

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.

463

Langley Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

37 37

### ###

n < 25 44 53 n < 25 44 46 n < 25

41 41

### ###

n < 25 46 49 46 n < 25 42 n < 25

41

###

n< 25 43 22 n < 25

41

###

47 n< 18 25 n < 25

37

###

n < 25 n < 25 n < 25 n < 25 n < 25

44
47

41

###

46 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

40 45

50 50

45 48

n < 25 45 50 n < 25 48 49 n < 25

47 47

47 47

47 47

n < 25 47 50 n < 25 47 49 n < 25

46

41

41 n < 25 43 n < 25

36

40

40 n < 25 43 n < 25

40

49

45

n < 25 n < 25 n < 25 n < 25 n < 25

45
49

48

46

47

n < 25 n < 25 n < 25 n < 25 n < 25

47
48

This School < City Average <

This School < City Average <

464

Langley Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

2%

2%

6%

6%

8%

9%

9%

-2%

-4%

-5%

-5%

-6%

-7%

-7%

Net Cumulative Change (%)
2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

LaSalle-Backus Education Campus
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

264DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-8th 4 501 Riggs Rd. NE Washington, DC 20011 (202) 671-6340 www.dcps.dc.gov/DCPS/lasalle-backus
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

Total Enrollment (#)
288 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 69 Hispanic / Latino 30 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 30 69

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency 22 Special Education 18 by level Level 1 46 Level 2 26 Level 3 2 2 26 Level 4 26 26 46 99

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

LaSalle-Backus Education Campus
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
7 47

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

1

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 1 n < 10

0

0

28

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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

LaSalle-Backus Education Campus
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

18 14

### ###

31 n < 25

20 17

### ###

35 n < 25 49 35 n < 25 42 n < 25

31 n < 25 46 n < 25

5

###

20 n< 25 22 n < 25

3

###

n14 < 18 25 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

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

34 31

55 55

44 44

n < 25 44 50 n < 25 44 49 n < 25

40 41

48 48

44 45

n < 25 44 50 n < 25 45 49 n < 25

33

59

45

45 n < 25 43 n < 25

58

41

50

50 n < 25 43 n < 25

35

55

44

n < 25 n < 25 n < 25 n < 25 n < 25

44
49

44

46

45

n < 25 n < 25 n < 25 n < 25 n < 25

45
48

This School < City Average <

This School < City Average <

468

LaSalle-Backus Education Campus
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Mar
17%

Apr
19%

May
20%

-2%

-2%

-3%

-4%

-5%

-6%

-6%

Net Cumulative Change (%)
14%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Latin American Montessori 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

193Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 4 1375 Missouri Avenue, NW Washington, DC 20011 202-726-6200 www.lambpcs.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
273 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 19 Hispanic / Latino 56 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 22 22 3 3 19 56

Enrollment by Subgroup (%)
Free or Reduced Lunch 30 Limited English Proficiency 52 Special Education 12 by level Level 1 38 Level 2 47 Level 3 Level 4 9 6 9 6 38 47 12 30

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

Latin American Montessori Bilingual PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
94 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1 0
3 8 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

2 n 5< 10 5 n< 10 7 1 n < 10 1 3 n < 11 10 n < 10 4 n< 10 7 1 n < 10 2 n < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 n < 10

0

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

2 n < 10
This School < City Average * <

0

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 school’s policies, please visit http://bit.ly/1djn02G

471

Latin American Montessori 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.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

This School < City Average <

This School < City Average <

472

Latin American Montessori Bilingual PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% 0%

0% 0%

0% 0%

0% -1%

0% -1%

0% -1%

0% -1%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

LAYC Career Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

104Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

Adult 1 3047 15th Street, NW Washington, DC 20009 202-319-2228 www.laycca.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
103 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 64 Hispanic / Latino 32 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 4 4 32 64

Enrollment by Subgroup (%)
Free or Reduced Lunch * 13 Limited English Proficiency 25 Special Education by level Level 1 50 Level 2 Level 3 Level 4 50 50 50 1 1 13

25

** * Free or reduced * lunch is a proxy for low income. *

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

LAYC Career Academy 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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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 * <

0n < 10 1 n < 10 n < 10 n < 10 n < 10 0 n < 10 1
0

This School

Total Explusions (#)
6

0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

475

Leckie Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

266DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

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

Total Enrollment (#)
344 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian 1 1 11 White non-Hispanic 11 1 7 1 80 7 Black non-Hispanic 80

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 73 Level 2 12 Level 3 12 Level 4 3 3 12 12 73 1 99

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

Leckie Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 3 0
0 8 23 47

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 * <

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

4 n 5< 10 7 n< 10 7 n < 10 3 n < 11 10 n < 10 5 n< 10 7 0 n < 10 2 n < 10 n < 10
0

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 0 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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

Leckie Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

38 36

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

60 60

38 38

### ###

n < 25 46 49 46 n < 25 42 n < 25 n < 25 n < 25

36

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

58

36

###

45 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

33 34

75 75

53 55

n < 25 n < 25 n < 25 n < 25 n < 25

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

n < 25 n < 25 n < 25 n < 25 n < 25

49

51

50

56

53

n < 25 n < 25 n < 25 n < 25 n < 25

48

53

This School < City Average <

This School < City Average <

478

Leckie Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Feb
19%

Mar
20%

24%

Apr

May
25%

-2%

-3%

-4%

-5%

-9%

-10%

-13%

-13%

Net Cumulative Change (%)
12%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Ludlow-Taylor Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

271DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 6 659 G St. NE Washington, DC 20002 (202) 698-3244 www.ludlow-taylor.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

Total Enrollment (#)
263 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 12 12 1 6 3 1 77 6 3 Black non-Hispanic 77

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 29 Level 2 Level 3 Level 4 69 69 2 2 29 2 99

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

Ludlow-Taylor Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 23

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

7

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

1 n 5< 10 1 n< 10 7 n < 10 4 n < 11 10 n < 10 1 n< 10 7 0 n < 10 2 n < 10 n < 10
0

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 0 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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

Ludlow-Taylor Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

60 64

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

64 64

61 62

### ###

n < 25

49

69 69

n < 25 42 n < 25 n < 25 n < 25

57

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

64

59

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

69

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

49 49

69 69

58 60

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

58 60

40 33

68 68

52 52

52 n < 25 50 52 n < 25 49 n < 25 n < 25 n < 25

49

69

58

n < 25 n < 25 n < 25 n < 25 n < 25

49

58

40

68

53

n < 25 n < 25 n < 25 n < 25 n < 25

48

53

This School < City Average <

This School < City Average <

482

Ludlow-Taylor Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% -1%

3% -1%

4%

5%

8%

8%

9%

10%

-1%

-3%

-4%

-4%

-5%

-5%

Net Cumulative Change (%)
5%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Malcolm X Elementary School @ Green
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

308DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 8 1500 Mississippi Ave. SE Washington, DC 20032 (202) 645-3409 www.dcps.dc.gov/DCPS/malcolm-x
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

Total Enrollment (#)
220 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency Special Education 16 by level Level 1 56 Level 2 26 Level 3 3 3 15 Level 4 15 26 56 16 99

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

Malcolm X Elementary School @ Green
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
92 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
3 8

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 * <

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

This School City Average *

Expulsion Rate (%)

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

Malcolm X Elementary School @ Green
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

19 19

### ###

32 n < 25

15 15

### ###

35 n < 25 49 35 n < 25 42 n < 25 n < 25 n < 25

32 n < 25 46 n < 25 n < 25 n < 25

17

###

32 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

14

###

35 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

37 36

55 55

45 45

n < 25 45 50 n < 25 45 49 n < 25 n < 25 n < 25

42 45

66 66

52 55

52 n < 25 50 n < 25 n < 25 n < 25 n < 25
49

55

37

55

44

n < 25 n < 25 n < 25 n < 25 n < 25

44
49

41

66

52

n < 25 n < 25 n < 25 n < 25 n < 25

48

52

This School < City Average <

This School < City Average <

486

Malcolm X Elementary School @ Green
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May
14%

4%

5%

7%

9%

10%

10%

11%

-5%

-7%

-8%

-9%

-10%

-12%

-13%

-13%

Net Cumulative Change (%)
1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Mann Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

273DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK4-5th 3 4430 Newark St. NW Washington, DC 20016 (202) 282-0126 www.dcps.dc.gov/DCPS/mann
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

Total Enrollment (#)
286 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 67 67 6 9 6 6 9 12 6

Enrollment by Subgroup (%)
Free or Reduced Lunch Special Education by level Level 1 40 Level 2 40 Level 3 Level 4 20 20 40 40 7 3 7 Limited English Proficiency 10 3

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

Mann Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 0 0
0 48

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

0 n6 < 10 0 n< 10 8 0 n < 10 2 0 n < 11 10 0 n < 10 1 0 n< 10 8 0 n < 10 2 0 n3 < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10

0

0

0

0

0

This School

Total Explusions (#)
0

0

0

This School City Average *

Expulsion Rate (%)

0.00 0.04

0 n < 10
This School < City Average * <

0

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

Mann Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53

2012-13

83

###

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

89

87

###

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

49

92

82

###

n < 25

91

93

86

###

n < 25

92

94

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

46

59

51

51 n < 25 50 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

53

72

61

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

50

61

51

57

54

n < 25

54
59

53

71

61

n < 25

61
62

This School < City Average <

This School < City Average <

490

Mann Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

1% -1%

1% -1%

2%

3%

4%

4%

5%

-2%

-2%

-3%

-3%

-3%

Net Cumulative Change (%)
2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Marie Reed Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

284DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 1 2201 18th St. NW Washington, DC 20009 (202) 673-7308 www.dcps.dc.gov/DCPS/mariehreed
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

Total Enrollment (#)
362 Students

Enrollment by Race/Ethnicity (%)
Asian 9 9 20 66 1 5 Black non-Hispanic 20 Hispanic / Latino 66 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 5 1

Enrollment by Subgroup (%)
Free or Reduced Lunch 89 Limited English Proficiency 58 Special Education 11 by level Level 1 87 Level 2 13 Level 3 Level 4 13 87 11 89

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

Marie Reed Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
95 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
8 23 47

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

8

5
6

2
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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

4 n 5< 10 9 n< 10 7 2 n < 10 1 13 n < 11 10 3 n < 10 1 13 n< 10 7 2 n < 10 2 n < 10 n < 10
0

0n < 10 0n < 10 0n < 10 0 n < 10 0 n < 10 0 n < 10 0 n < 10 n < 10 n < 10

0

0

0

0

0

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

0 n < 10
This School < City Average * <

0

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

Marie Reed Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

58 58 55

### ### ###

n < 25 n < 25 n < 25 35 n < 25 n < 25

64 64

50 50 51

### ### ###

53 n < 25 49 n < 25 42 53 n< 25 46 22 n < 25 n < 25

59

52 55

n < 25 ### n < 25 n < 25 n < 25 n < 25
This School < City Average <
59

31

n < 25 ### n < 25 n < 25 n < 25 n < 25
This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

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

n < 25 n < 25 n < 25 n < 25 n < 25 n < 25

50 49 51

70 70 70

59 59 56

42 42 39

51 50 47

51 n < 25 50 50 n < 25 49 n < 25 47 53 n < 25 n < 25 n < 25

74

68

71

n < 25 n < 25 n < 25 n < 25

52

71

59

42

50

n < 25 n < 25 n < 25 n < 25

50
55

This School < City Average <

This School < City Average <

494

Marie Reed Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

1% -1%

2% -1%

4%

5%

5%

7%

8%

-2%

-2%

-2%

-3%

-4%

Net Cumulative Change (%)
4%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Mary McLeod Bethune Day Academy 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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

135Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
366 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 94 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 2 2 4 0 4 <1 94

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency by level Level 1 20 Level 2 58 Level 3 20 Level 4 2 2 20 20 58 4 100

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

Mary McLeod Bethune Day Academy PCS
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
93 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 3 1 0 8
7 22

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.

5

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 1 n < 10

0

0

40

21

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
3

0

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

497

Mary McLeod Bethune Day Academy PCS
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

37 35

### ###

n < 25 49 53 49 n < 25 46 n < 25

40 39

### ###

n < 25 43 49 43 n < 25 42 n < 25

11

###

28 n< 25 22 n < 25

7

###

9 < 25 n 18 n < 25

37

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

50

40

###

44 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

55 55

56 56

56 56

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

56 56

47 47

51 51

49 49

n < 25 49 50 49 n < 25 49 n < 25 n < 25 n < 25

58

56

57

n < 25 n < 25 n < 25 n < 25 n < 25

49

57

47

50

49

n < 25 n < 25 n < 25 n < 25 n < 25

48

49

This School < City Average <

This School < City Average <

498

Mary McLeod Bethune Day Academy PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

1%

1%

1%

1% -3%

1% -3%

1% -3%

-2%

-2%

-2%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Maury Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

274DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 6 1250 Constitution Ave. NE Washington, DC 20002 (202) 698-3838 www.dcps.dc.gov/DCPS/maury
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

Total Enrollment (#)
317 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 47 47 1 3 1 1 47 3 1 Black non-Hispanic 47

Enrollment by Subgroup (%)
Free or Reduced Lunch 30 Limited English Proficiency Special Education by level Level 1 78 Level 2 22 Level 3 Level 4 22 78 1 6 30

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

Maury Elementary School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
97 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 1
0 47

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

1 n 5< 10 1 n< 10 7 n < 10 0 n < 11 10 n < 10 2 n< 10 7 0 n < 10 2 n < 10 n < 10
0

0n < 10 0n < 10 n < 10

0

0

0 n < 10 n < 10

0

0 n < 10 0 n < 10 n < 10 n < 10

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

0.00 0.03

1 n < 10
This School < City Average * <

0

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

Maury Elementary School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

45 39

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

64

38 29

### ###

n < 25

49

66

54

n < 2541 42 n < 25 n < 25 n < 25

40

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

47

32

###

49 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

27 23

43

35 32

35 n < 25 50 32 n < 25 49 n < 25 n < 25 n < 25

52 49

60

56 56

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

56 56

25

43

33

33 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

46

64

55

n < 25 n < 25 n < 25 n < 25 n < 25

48

55

This School < City Average <

502

Maury Elementary School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1% 0%

1% 0%

1% -1%

1% -1%

1% -1%

1% -1%

1% -1%

2%

-2%

Net Cumulative Change (%)
0%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Maya Angelou PCS – Evans High School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

101Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 7 5600 East Capitol Street, NE Washington, DC 20019 202-379-4335 www.seeforever.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
298 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 0 <1 100

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency Special Education 34 by level Level 1 8 8 23 58 11 Level 2 23 Level 3 58 Level 4 11 34 100

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

Maya Angelou PCS – Evans High School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
74 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 8 13
11 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.

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

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

n7 < 10 n7 < 10 n < 10

48

2

10 n < 10 n < 10

40
1

7 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
12

This School City Average *

Expulsion Rate (%)

4.05 0.54

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

505

Maya Angelou PCS – Evans High School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

19 18

### ###

n13 < 25 n13 < 25 n < 25

10 7

### ###

n <22 25

49

n <22 25 42 n < 25 n < 25 n < 25

7

n < 25 n < 25

19

###

13 n < 25 n < 25 n < 25 n < 25 n < 25

47

10

###

22 n < 25 44 n < 25 n < 25 n < 25 n < 25

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

36 34

40 40

38 37

38 n < 25 50 37 n < 25 49 n < 25 n < 25 n < 25

51 49

60 60

55 54

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

55

54

36

40

38

38 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

51

60

55

n < 25 n < 25 n < 25 n < 25 n < 25

48

55

This School < City Average <

506

Maya Angelou PCS – Evans High School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% -1%

1%

1%

2%

2%

2%

3%

3%

-9%

-13%

-15%

-16%

-18%

-18%

-19%

Net Cumulative Change (%)
-16%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Maya Angelou PCS – Evans Middle School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

133Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

7th-8th 7 5600 East Capitol Street, NE Washington, DC 20019 202-232-2885 www.seeforever.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
196 Students

Enrollment by Race/Ethnicity (%)
Asian Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 <1 99 <1 Black non-Hispanic 99

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency by level Level 1 18 Level 2 20 Level 3 45 Level 4 16 16 18 20 45 1 100

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

Maya Angelou PCS – Evans Middle School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
83 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
6 21

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 * <

4

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
1

n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10 n < 10

26

40 40
1

6< 10 n 6< 10 n n < 10

30

35

48

2

9 n < 10 n < 10

31

39
1

6 n < 10 n < 10 n < 10 n < 10 n < 10

This School

Total Explusions (#)
4

This School City Average *

Expulsion Rate (%)

2.04 0.43

This School < City Average * <

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 school’s policies, please visit http://bit.ly/1djn02G

509

Maya Angelou PCS – Evans Middle School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12 2012-13

28 29

### ###

38 n < 25 53 38 n < 25 46 n < 25

29 28

### ###

36 n < 25 49 36 n < 25 42 n < 25

6

###

11 n < 25 22 n < 25

4

### 2n < 18 25 n < 25

28

###

37 n < 25 47 n < 25 n < 25 n < 25 n < 25
This School < City Average <

29

###

36 n < 25 44 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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

34 34

44 44

39 39

n < 2539 50 n < 2539 49 n < 25

44 44

47 47

45 45

n < 25 45 50 n < 25 45 49 n < 25

23

52

38

38 n < 25 43 n < 25

42

37

40

40 n < 25 43 n < 25

34

44

38

38 n < 25 49 n < 25 n < 25 n < 25 n < 25
This School < City Average <

44

46

45

n < 25 n < 25 n < 25 n < 25 n < 25

45
48

This School < City Average <

510

Maya Angelou PCS – Evans Middle School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

1%

3%

6%

6%

7%

7%

7%

7%

-2%

-3%

-3%

-7%

-8%

-8%

-8%

-8%

Net Cumulative Change (%)
-2%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Maya Angelou PCS – Young Adult Learning Center
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

137Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

Adult 7 5600 East Capitol Street, NE Washington, DC 20019 202-289-8898 www.seeforever.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
82 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 100 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 100

Enrollment by Subgroup (%)
Limited English Proficiency Free or Reduced Lunch *100 Special Education by level Level 1 25 Level 2 13 Level 3 50 Level 4 13 13 13 50 25 6 100 6

* Free or reduced lunch is a proxy for low income.

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

Maya Angelou PCS – Young Adult Learning Center
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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 n < 10 n < 10 n < 10

0

0

0 n < 10 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
2

This School City Average *

Expulsion Rate (%)

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 school’s policies, please visit http://bit.ly/1djn02G

513

McKinley Technology High School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

458DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

9th-12th 5 151 T St. NE Washington, DC 20002 (202) 281-3950 http://www.mckinleytech.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

Total Enrollment (#)
697 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 92 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 5 2 5 2 92

Enrollment by Subgroup (%)
Free or Reduced Lunch 57 Limited English Proficiency Special Education by level Level 1 77 Level 2 15 Level 3 Level 4 8 8 15 77 1 2 57

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

McKinley Technology High School
2012-13 Equity Report

ATTENDANCE

This School City Average *

In-Seat Attendance Rate (%)
96 84

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days 3 0 0
11 19 32

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

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ 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

0n < 10 1 0n < 10 1 n < 10 0 n < 10 2 n < 10 0 n < 10 1
0

This School

Total Explusions (#)
0

0 n < 10 0 n < 10 n < 10 n < 10
This School < City Average * <

0

This School City Average *

Expulsion Rate (%)

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

McKinley Technology High School
2012-13 Equity Report

STUDENT ACHIEVEMENT
Measuring achievement. The percent of students performing on- or above-grade-level according to the DC CAS.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

92 89

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

91 90

91 90

### ###

n < 25

49

82 81

n < 25 42 n < 25 n < 25 n < 25

94

###

n < 25 n < 25 n < 25 n < 25 n < 25

47

91

90

###

n < 25 44 n < 25 n < 25 n < 25 n < 25

82

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

76 74

79 76

77 75

n < 25 n < 25 n < 25 n < 25 n < 25

50 49

77
75

60 57

48 46

54 51

n < 25

50

54

51 n < 25 49 n < 25 n < 25 n < 25

76

79

77

n < 25 n < 25 n < 25 n < 25 n < 25

49

77

59

49

53

n < 25 n < 25 n < 25 n < 25 n < 25

48

53

This School < City Average <

This School < City Average <

516

McKinley Technology High School
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0% -1%

0%

0%

0%

0%

0% -3%

-2%

-2%

-2%

-2%

Net Cumulative Change (%)
-3%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

165Public Charter SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-8th 1 2120 13th Street, NW Washington, DC 20009 202-387-9830 www.meridian-dc.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

Public Charter School

STUDENT CHARACTERISTICS

Total Enrollment (#)
567 Students

Enrollment by Race/Ethnicity (%)
Asian 1 1 62 35 <1 <1 1 Black non-Hispanic 62 Hispanic / Latino 35 Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 0 0

Enrollment by Subgroup (%)
Free or Reduced Lunch 100 Limited English Proficiency 33 Special Education 18 by level Level 1 82 Level 2 13 Level 3 Level 4 1 5 1 5 13 82 18 100

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

This School City Average *

In-Seat Attendance Rate (%)
93 93

percent of students absent for…

Unexcused Absences (%)
1-5 days 6-10 days 11-15 days 16-25 days >25 days
7 22

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

8

3

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.

Suspension Rate (%)
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic ## ## ## ## ## ## ## ## ## ##

% suspended 1+ days

% suspended 11+ days
0

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 * <

0n < 10 0n < 10 0n < 10 0 n < 10 1 n < 10

0

0

0

0 n < 10 0 n < 10 n < 10 n < 10 n < 10
This School < City Average * <

This School

Total Explusions (#)
0

0

This School City Average *

Expulsion Rate (%)

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 school’s 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.

DC CAS Proficiency Rate
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13

Reading
2011-12
53 46

2012-13

54 54 41

### ### ### ###

n < 25 n < 25 n < 25 35 31 n< 25 22 n < 25

57 57 59

46 45 33

### ### ### ###

n < 25

49

57

n < 25 42 57 n< 25 51 22 30 n< 18 25 n < 25

46 65

### ###

n < 25 n < 25 n < 25 n < 25 n < 25

47

50
59

42

### ###

n < 25 44 n < 25 n < 25 n < 25 n < 25

56

69

53

52

60

This School < City Average <

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.

DC CAS Growth Percentiles
All Students Free or Reduced Lunch Limited English Proficiency Special Education Asian Black non-Hispanic Hispanic / Latino Multiracial Pacific / Hawaiian White non-Hispanic

Mathematics
2011-12 2012-13 Avg. 2-Year Growth

Reading
2011-12 2012-13 Avg. 2-Year Growth

51 50

60 60

56 56

n < 25 n < 25 n < 25

50 49

56 56

50 50

56 56

53 54

n < 25 n < 25 n < 25

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

n < 25 n < 25 n < 25 n < 25 n < 25

49

53 65

35 55

56 60

47 57

n < 25 n < 25 n < 25 n < 25 n < 25

47
48 55

52

57

This School < City Average <

This School < City Average <

520

Meridian PCS
2012-13 Equity Report

STUDENT MOVEMENT

What does student movement look like? The chart below shows how this school’s student population changed throughout the year. The cumulative number of students admitted is shown as a proportion of the school’s 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

30% 20% 10% 0% -10% -20% -30%

Apr

May

0% 0%

0% -1%

0% -1%

0% -1%

0% -1%

1% -1%

1%

1%

-2%

-2%

Net Cumulative Change (%)
-1%

% of Students Entering % of Students Withdrawing

Mid-Year Entry and Withdrawals (%) City Average *
october november

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

Miner Elementary School
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 city’s first Equity Reports. Equity Reports are a complement to OSSE’s School Report Cards, DCPS’ School Scorecards and PCSB’s Performance Management Framework.

280DCPS SchoolExternal SCHOOL CHARACTERISTICS (SY 2013-14)
Grades Ward Address

PK3-5th 6 601 15th St. NE Washington, DC 20002 (202) 397-3960 www.dcps.dc.gov/DCPS/miner
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

Total Enrollment (#)
475 Students

Enrollment by Race/Ethnicity (%)
Asian Black non-Hispanic 96 Hispanic / Latino Multiracial Native American / Alaskan Pacific / Hawaiian White non-Hispanic 1 1 2 2 96

Enrollment by Subgroup (%)
Free or Reduced Lunch 99 Limited English Proficiency by level Level 1 31 L