elsie whitlow stokes community freedom pcs

Transcription

ELSIE WHITLOW STOKES
COMMUNITY FREEDOM PCS
3700 OAKVIEW TERRACE NE WASHINGTON, DC 20017
2010 – 2011 LEA REPORT CARD
DISTRICT OF COLUMBIA OFFICE OF THE STATE SUPERINTENDENT OF EDUCATION
ELSIE WHITLOW STOKES COMMUNITY FREEDOM PCS
MESSAGE FROM THE STATE SUPERINTENDENT
As a parent myself, as well as a former math teacher, I know that making decisions
about your child’s education is important. Giving parents all of the information
they need—whether it is test score data or schools that have been identified for
improvement—is a large portion of what we do. Our goal is to help empower
parents to determine the right learning environment for their child.
The report cards included here are based on the results from the DC
Comprehensive Assessment System (DC CAS). DC CAS measures how well
our students have mastered the knowledge and skills contained in the state’s
academic learning standards. The results are broken down for the district, each
Local Education Agency (LEA), and each school within the LEAs. They also
offer specific information to the public on each school’s performance under the
accountability system approved by the DC State Board of Education.
LEAs, schools and educators use the information on these report cards to evaluate
their effectiveness in the classroom, plan curriculums, and build strategies to
improve their outcome for the following year.
INSIDE THIS REPORT:
Thank you for your interest in this year’s state report card. If you need help
interpreting this data please visit www.osse.dc.gov.
1.Adequate Yearly Progress (AYP)
2.DC CAS Test Score Results
Sincerely,
3.Teacher Quality Information
4.Schools Identified for Improvement
5.Additional Resources
Hosanna Mahaley,
State Superintendent of Education
Washington, DC
The following report was produced on behalf of the DC Office
of the State Superintendent of Education by GreatSchools,
an independent, nonprofit organization which specializes in
publishing education performance information for parents.
More information about the District of Columbia’s statewide
accountability system is available online.
Visit www.osse.dc.gov to:
•Learn more about the DC CAS
•Learn more about the District of Columbia’s Academic Learning Standards
•Or call the Office of the State Superintendent of Education at (202) 727-6436
© 2011 Office of the State Superintendent of Education. All Rights Reserved. Report produced for OSSE by GreatSchools.org
1
Adequate Yearly Progress (AYP)
The Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind Act of 2001 (NCLB,
Public law 107-100), requires the District of Columbia to annually determine whether schools, districts, and the state have
made adequate yearly progress (AYP) toward the goal of having all students meet rigorous state academic standards by
the 2013-2014 school year. Each year, the performance of all students in the school, local education agency (LEA), and
state is measured using the DC Comprehensive Assessment System (DC CAS). The results are compared against annual
performance targets to determine whether the school, LEA, or state is making AYP.
In order to meet AYP all specified student groups consisting of a minimum number of students must meet proficiency
and participation goals. In addition, high schools must meet a graduation rate goal, while elementary and middle schools
must meet an attendance rate goal. If any subgroup of students or the whole student body in a school does not meet the
targets, or does not make sufficient progress toward the targets, the school is designated as not meeting AYP. The same
requirements apply to each LEA and to the state.
THERE ARE TWO WAYS TO MAKE AYP:
1. Meet or exceed the AYP targets (testing and attendance/graduation rate) for the current year
2. Meet or exceed Safe Harbor2 (sh) requirements for the current year
ELSIE WHITLOW STOKES COMMUNITY FREEDOM PCS - ELEMENTARY GRADES
This LEA did not meet AYP because only 11 of 30 indicators were satisfied
STUDENT GROUP
MET PROFICIENCY GOAL
MET PARTICIPATION GOAL
READING
MATH
















ALL STUDENTS
READING
ATTENDANCE
RATE1
GRADUATION
RATE1
MATH
RACIAL/ETHNIC ORIGIN
Asian / Pacific Islander
Black / Non-Hispanic
Hispanic
American Indian / Alaskan Native

White
ADDITIONAL SUBGROUPS
Disabled
Limited English Proficient/Non English Proficient
Economically Disadvantaged













Footnotes
1
Beginning with report cards for the 2010-2011 school year, OSSE will report attendance/graduation rates based on disaggregated subgroups.
2
Safe Harbor: If a school has a 10% or better improvement in scores from the previous year, but still does not meet the state target, they are considered to have made AYP.
2
ELEMENTARY SCHOOL RESULTS
Only students who were enrolled in the state for the full academic year are included in the AYP results. In the District of
Columbia, a Full Academic Year is defined as being enrolled on the official enrollment day in October (October 5, or the
first business day after October 5) AND being enrolled on the first day of the assessment window (generally late April) AND
remaining enrolled for 85 percent of instructional days between the October date and the April date.
The percentage marker on the charts show the annual performance target set for the state for elementary schools in the
2010-2011 school year.
READING
STUDENT GROUP
PARTICIPATION
PERCENTAGE
PERCENTAGE OF STUDENTS
PROFICIENT AND ABOVE
0%
ALL STUDENTS
100%
TARGET

100%

73.7%
100%
56%
100%
70%
Hispanic
100%
38%
White
Disabled 1
20%
Limited English Proficient/Non English 2
100%
39%
100%
53%
0%
MATHEMATICS
STUDENT GROUP
ALL STUDENTS
PARTICIPATION
PERCENTAGE
PERCENTAGE OF STUDENTS
PROFICIENT AND ABOVE
100%
65%
100%
66%
Hispanic
100%
62%
0%
TARGET

100%
0%

70.1%
100%
White
Disabled 1
33%
Limited English Proficient/Non English
100%
58%
100%
65%
Footnotes
1
Disabled: 0 students participated in the DC CAS Alternate Assessment.
2
Limited English/Non English Proficient: 0 students in this subgroup were exempted from the reading test due to their arrival in the US in the last 12 months.
3
ATTENDANCE/GRADUATION RATES
In addition to test score results for Reading and Mathematics, schools must meet a third indicator to make AYP: daily average
attendance rates for elementary and middle schools, and graduation rates for high schools.
The daily average attendance rate target is 90% and the graduation target is 85%. If a school or LEA does not meet the
target, but demonstrates improvement of 1% from the previous year, they are considered to have made AYP for this indicator.
ATTENDANCE
RATE1
STUDENT GROUP
RATE TARGET 90%
0%
ALL STUDENTS
GRADUATION
RATE1
50%
RATE TARGET 85%
TARGET
100%
0%
50%
TARGET
100%
88%
87%
88%
Hispanic
88%
White
89%
Disabled 2
88%
Limited English/Non English Proficient
89%
88%

90%

85%
Footnotes
1
Beginning with report cards for the 2010-2011 school year, OSSE will report attendance/graduation rates based on disaggregated subgroups.
2
Graduation rate data for this subgroup is currently unavailable.
4
DC CAS Test Score Results
Since 2006, the annual assessment system for the District of Columbia has been the DC Comprehensive Assessment
System (DC CAS), which is given in the spring of each year. The assessments are aligned to the District of Columbia
Learning Standards.
ALL GRADES READING - ELEMENTARY
SCHOOL
YEAR
PERCENT OF
STUDENTS
TESTED
BASIC
PROFICIENT
ADVANCED
2010-2011
2009-2010
100%
98%
3%
9%
41%
34%
46%
47%
10%
10%
56%
57%
Female
2010-2011
2009-2010
100%
96%
4%
9%
36%
28%
50%
56%
10%
8%
60%
64%
Male
2010-2011
2009-2010
100%
100%
1%
9%
48%
40%
41%
37%
9%
13%
51%
51%
STUDENT GROUP
PERCENTAGE OF STUDENTS TESTED WHO
SCORED IN EACH PERFORMANCE LEVEL1
BELOW BASIC
ALL STUDENTS
PERCENTAGE OF STUDENTS PROFICIENT
AND ABOVE
0%
50% 100%
GENDER
2010-2011
2009-2010
Black / Non Hispanic
2010-2011
2009-2010
100%
100%
2%
5%
28%
25%
57%
55%
13%
16%
70%
70%
Hispanic
2010-2011
2009-2010
100%
96%
4%
14%
58%
44%
34%
37%
4%
6%
38%
42%
2010-2011
2009-2010
White
2010-2011
2009-2010
Disabled
2010-2011
2009-2010
100%
100%
13%
44%
67%
50%
17%
6%
3%
0%
20%
6%
Proficient
2010-2011
2009-2010
100%
96%
7%
18%
69%
48%
24%
30%
0%
3%
24%
33%
Migrant
2010-2011
2009-2010
2010-2011
2009-2010
100%
98%
3%
9%
44%
37%
44%
42%
9%
11%
53%
53%
No data are displayed for groups with less than 10 students.
Footnotes
1
Due to rounding, percentages may not total 100%.
HOW DOES THIS GRADE COMPARE?
100 %
This chart shows the percentage of students proficient and above in this
grade/subject across the LEA and state.
80 %
60 %
40 %
20 %
0%
© 2011 Office of the State Superintendent of Education. All Rights Reserved. LEA
State
Report produced for OSSE by GreatSchools.org
5
Learning Standards.
ALL GRADES MATHEMATICS - ELEMENTARY
SCHOOL
YEAR
PERCENT OF
STUDENTS
TESTED
BASIC
PROFICIENT
ADVANCED
2010-2011
2009-2010
100%
99%
4%
4%
31%
33%
45%
46%
19%
17%
65%
63%
Female
2010-2011
2009-2010
100%
99%
3%
4%
33%
38%
43%
45%
20%
13%
63%
59%
Male
2010-2011
2009-2010
100%
100%
5%
4%
28%
28%
48%
47%
19%
21%
67%
68%
STUDENT GROUP
BELOW BASIC
ALL STUDENTS
AND ABOVE
0%
50% 100%
GENDER
2010-2011
2009-2010
2010-2011
2009-2010
100%
100%
4%
3%
30%
32%
42%
43%
24%
22%
66%
65%
Hispanic
2010-2011
2009-2010
100%
99%
5%
5%
33%
37%
50%
48%
12%
10%
62%
58%
2010-2011
2009-2010
White
2010-2011
2009-2010
Disabled
2010-2011
2009-2010
100%
100%
17%
13%
50%
63%
27%
25%
7%
0%
33%
25%
Proficient
2010-2011
2009-2010
100%
99%
7%
6%
47%
41%
40%
46%
7%
7%
47%
53%
Migrant
2010-2011
2009-2010
2010-2011
2009-2010
100%
99%
5%
4%
30%
33%
46%
47%
19%
16%
65%
62%
Footnotes
1
100 %
80 %
60 %
40 %
20 %
0%
State
6
Learning Standards.
ALL GRADES SCIENCE - ELEMENTARY
SCHOOL
YEAR
PERCENT OF
STUDENTS
TESTED
BELOW BASIC
BASIC
PROFICIENT
2010-2011
2009-2010
100%
100%
17%
8%
51%
38%
32%
50%
0%
5%
32%
55%
Female
2010-2011
2009-2010
100%
100%
20%
6%
45%
50%
35%
39%
0%
6%
35%
44%
Male
2010-2011
2009-2010
100%
100%
14%
9%
57%
27%
29%
59%
0%
5%
29%
64%
STUDENT GROUP
ALL STUDENTS
AND ABOVE
ADVANCED
0%
50% 100%
GENDER
2010-2011
2009-2010
2010-2011
2009-2010
100%
100%
15%
10%
46%
33%
38%
48%
0%
10%
38%
57%
Hispanic
2010-2011
2009-2010
100%
100%
23%
5%
62%
42%
15%
53%
0%
0%
15%
53%
2010-2011
2009-2010
White
2010-2011
2009-2010
100%
7%
64%
29%
0%
29%
100%
100%
19%
8%
56%
37%
25%
50%
0%
5%
25%
55%
Disabled
2010-2011
2009-2010
Proficient
2010-2011
2009-2010
Migrant
2010-2011
2009-2010
2010-2011
2009-2010
Footnotes
1
100 %
80 %
60 %
40 %
20 %
0%
State
7
Learning Standards.
3RD GRADE READING
SCHOOL
YEAR
PERCENT OF
STUDENTS
TESTED
BELOW BASIC
BASIC
PROFICIENT
2010-2011
2009-2010
100%
98%
4%
15%
31%
38%
56%
43%
9%
5%
64%
48%
Female
2010-2011
2009-2010
100%
96%
8%
14%
17%
36%
58%
45%
17%
5%
75%
50%
Male
2010-2011
2009-2010
100%
100%
0%
17%
48%
39%
52%
39%
0%
6%
52%
44%
STUDENT GROUP
ALL STUDENTS
AND ABOVE
ADVANCED
0%
50% 100%
GENDER
2010-2011
2009-2010
2010-2011
2009-2010
100%
100%
0%
6%
19%
35%
67%
53%
14%
6%
81%
59%
Hispanic
2010-2011
2009-2010
100%
95%
9%
24%
45%
38%
41%
33%
5%
5%
45%
38%
2010-2011
2009-2010
White
2010-2011
2009-2010
100%
96%
11%
19%
47%
46%
42%
31%
0%
4%
42%
35%
100%
97%
5%
16%
33%
39%
51%
39%
10%
5%
62%
45%
Disabled
2010-2011
2009-2010
Proficient
2010-2011
2009-2010
Migrant
2010-2011
2009-2010
2010-2011
2009-2010
Footnotes
1
100 %
80 %
60 %
40 %
20 %
0%
State
8
Learning Standards.
3RD GRADE MATHEMATICS
SCHOOL
YEAR
PERCENT OF
STUDENTS
TESTED
BASIC
PROFICIENT
ADVANCED
2010-2011
2009-2010
100%
98%
2%
5%
24%
40%
53%
48%
20%
8%
73%
55%
Female
2010-2011
2009-2010
100%
96%
4%
5%
21%
36%
50%
55%
25%
5%
75%
59%
Male
2010-2011
2009-2010
100%
100%
0%
6%
29%
44%
57%
39%
14%
11%
71%
50%
STUDENT GROUP
BELOW BASIC
ALL STUDENTS
AND ABOVE
0%
50% 100%
GENDER
2010-2011
2009-2010
2010-2011
2009-2010
100%
100%
0%
6%
29%
29%
43%
53%
29%
12%
71%
65%
Hispanic
2010-2011
2009-2010
100%
95%
5%
5%
18%
52%
68%
38%
9%
5%
77%
43%
2010-2011
2009-2010
White
2010-2011
2009-2010
100%
96%
5%
4%
42%
42%
42%
50%
11%
4%
53%
54%
100%
97%
3%
5%
23%
42%
56%
45%
18%
8%
74%
53%
Disabled
2010-2011
2009-2010
Proficient
2010-2011
2009-2010
Migrant
2010-2011
2009-2010
2010-2011
2009-2010
Footnotes
1
100 %
80 %
60 %
40 %
20 %
0%
State
9
Learning Standards.
4TH GRADE READING
SCHOOL
YEAR
PERCENT OF
STUDENTS
TESTED
BASIC
PROFICIENT
ADVANCED
2010-2011
2009-2010
100%
100%
4%
7%
51%
34%
33%
54%
11%
5%
44%
59%
Female
2010-2011
2009-2010
100%
100%
7%
5%
52%
18%
30%
68%
11%
9%
41%
77%
Male
2010-2011
2009-2010
100%
100%
0%
11%
50%
53%
39%
37%
11%
0%
50%
37%
STUDENT GROUP
BELOW BASIC
ALL STUDENTS
AND ABOVE
0%
50% 100%
GENDER
2010-2011
2009-2010
2010-2011
2009-2010
100%
100%
5%
4%
32%
22%
42%
65%
21%
9%
63%
74%
Hispanic
2010-2011
2009-2010
100%
100%
4%
13%
67%
53%
29%
33%
0%
0%
29%
33%
2010-2011
2009-2010
White
2010-2011
2009-2010
100%
100%
5%
21%
71%
50%
24%
29%
0%
0%
24%
29%
100%
100%
5%
6%
54%
41%
32%
47%
10%
6%
41%
53%
Disabled
2010-2011
2009-2010
Proficient
2010-2011
2009-2010
Migrant
2010-2011
2009-2010
2010-2011
2009-2010
Footnotes
1
100 %
80 %
60 %
40 %
20 %
0%
State
10
Learning Standards.
4TH GRADE MATHEMATICS
SCHOOL
YEAR
PERCENT OF
STUDENTS
TESTED
BASIC
PROFICIENT
ADVANCED
2010-2011
2009-2010
100%
100%
7%
7%
40%
37%
42%
37%
11%
20%
53%
56%
Female
2010-2011
2009-2010
100%
100%
7%
5%
48%
45%
37%
32%
7%
18%
44%
50%
Male
2010-2011
2009-2010
100%
100%
6%
11%
28%
26%
50%
42%
17%
21%
67%
63%
STUDENT GROUP
BELOW BASIC
ALL STUDENTS
AND ABOVE
0%
50% 100%
GENDER
2010-2011
2009-2010
2010-2011
2009-2010
100%
100%
0%
4%
37%
43%
47%
35%
16%
17%
63%
52%
Hispanic
2010-2011
2009-2010
100%
100%
13%
13%
46%
33%
38%
33%
4%
20%
42%
53%
2010-2011
2009-2010
White
2010-2011
2009-2010
100%
100%
10%
14%
43%
43%
43%
36%
5%
7%
48%
43%
100%
100%
7%
9%
37%
32%
44%
38%
12%
21%
56%
59%
Disabled
2010-2011
2009-2010
Proficient
2010-2011
2009-2010
Migrant
2010-2011
2009-2010
2010-2011
2009-2010
Footnotes
1
100 %
80 %
60 %
40 %
20 %
0%
State
11
Learning Standards.
In addition, students in this grade take a science assessment. Results in this content area do not count towards AYP.
5TH GRADE READING
SCHOOL
YEAR
PERCENT OF
STUDENTS
TESTED
BASIC
PROFICIENT
ADVANCED
2010-2011
2009-2010
100%
100%
2%
0%
37%
35%
46%
40%
15%
25%
61%
65%
Female
2010-2011
2009-2010
100%
100%
0%
0%
25%
39%
65%
44%
10%
17%
75%
61%
Male
2010-2011
2009-2010
100%
100%
5%
0%
48%
32%
29%
36%
19%
32%
48%
68%
STUDENT GROUP
BELOW BASIC
ALL STUDENTS
AND ABOVE
0%
50% 100%
GENDER
2010-2011
2009-2010
2010-2011
2009-2010
100%
100%
4%
0%
27%
19%
54%
48%
15%
33%
69%
81%
Hispanic
2010-2011
2009-2010
100%
100%
0%
0%
62%
53%
31%
32%
8%
16%
38%
47%
2010-2011
2009-2010
White
2010-2011
2009-2010
100%
0%
53%
40%
7%
47%
100%
100%
3%
0%
39%
37%
47%
37%
11%
26%
58%
63%
Disabled
2010-2011
2009-2010
Proficient
2010-2011
2009-2010
Migrant
2010-2011
2009-2010
2010-2011
2009-2010
Footnotes
1
100 %
80 %
60 %
40 %
20 %
0%
State
12
Learning Standards.
SCHOOL
YEAR
PERCENT OF
STUDENTS
TESTED
BASIC
PROFICIENT
ADVANCED
2010-2011
2009-2010
100%
100%
5%
0%
34%
23%
39%
53%
22%
25%
61%
78%
Female
2010-2011
2009-2010
100%
100%
0%
0%
40%
28%
40%
50%
20%
22%
60%
72%
Male
2010-2011
2009-2010
100%
100%
10%
0%
29%
18%
38%
55%
24%
27%
62%
82%
STUDENT GROUP
BELOW BASIC
ALL STUDENTS
AND ABOVE
0%
50% 100%
GENDER
2010-2011
2009-2010
2010-2011
2009-2010
100%
100%
8%
0%
31%
24%
38%
43%
23%
33%
62%
76%
Hispanic
2010-2011
2009-2010
100%
100%
0%
0%
46%
21%
38%
63%
15%
16%
54%
79%
2010-2011
2009-2010
White
2010-2011
2009-2010
100%
0%
33%
53%
13%
67%
100%
100%
6%
0%
33%
24%
39%
53%
22%
24%
61%
76%
Disabled
2010-2011
2009-2010
Proficient
2010-2011
2009-2010
Migrant
2010-2011
2009-2010
2010-2011
2009-2010
Footnotes
1
100 %
80 %
60 %
40 %
20 %
0%
State
13
Learning Standards.
5TH GRADE SCIENCE
SCHOOL
YEAR
PERCENT OF
STUDENTS
TESTED
BELOW BASIC
BASIC
PROFICIENT
2010-2011
2009-2010
100%
100%
17%
8%
51%
38%
32%
50%
0%
5%
32%
55%
Female
2010-2011
2009-2010
100%
100%
20%
6%
45%
50%
35%
39%
0%
6%
35%
44%
Male
2010-2011
2009-2010
100%
100%
14%
9%
57%
27%
29%
59%
0%
5%
29%
64%
STUDENT GROUP
ALL STUDENTS
AND ABOVE
ADVANCED
0%
50% 100%
GENDER
2010-2011
2009-2010
2010-2011
2009-2010
100%
100%
15%
10%
46%
33%
38%
48%
0%
10%
38%
57%
Hispanic
2010-2011
2009-2010
100%
100%
23%
5%
62%
42%
15%
53%
0%
0%
15%
53%
2010-2011
2009-2010
White
2010-2011
2009-2010
100%
7%
64%
29%
0%
29%
100%
100%
19%
8%
56%
37%
25%
50%
0%
5%
25%
55%
Disabled
2010-2011
2009-2010
Proficient
2010-2011
2009-2010
Migrant
2010-2011
2009-2010
2010-2011
2009-2010
Footnotes
1
100 %
80 %
60 %
40 %
20 %
0%
State
14
Learning Standards.
6TH GRADE READING
SCHOOL
YEAR
PERCENT OF
STUDENTS
TESTED
BELOW BASIC
BASIC
PROFICIENT
2010-2011
2009-2010
100%
94%
0%
15%
47%
26%
50%
53%
3%
6%
53%
59%
Female
2010-2011
2009-2010
100%
90%
0%
17%
47%
17%
53%
67%
0%
0%
53%
67%
Male
2010-2011
2009-2010
100%
100%
0%
13%
47%
38%
47%
38%
7%
13%
53%
50%
STUDENT GROUP
ALL STUDENTS
AND ABOVE
ADVANCED
0%
50% 100%
GENDER
2010-2011
2009-2010
2010-2011
2009-2010
100%
100%
0%
13%
35%
25%
65%
50%
0%
13%
65%
63%
Hispanic
2010-2011
2009-2010
100%
89%
0%
19%
59%
31%
35%
50%
6%
0%
41%
50%
2010-2011
2009-2010
White
2010-2011
2009-2010
Disabled
2010-2011
2009-2010
100%
0%
90%
10%
0%
10%
Proficient
2010-2011
2009-2010
100%
85%
0%
36%
100%
45%
0%
18%
0%
0%
0%
18%
Migrant
2010-2011
2009-2010
2010-2011
2009-2010
100%
94%
0%
17%
50%
31%
47%
48%
3%
3%
50%
52%
Footnotes
1
100 %
80 %
60 %
40 %
20 %
0%
State
15
Learning Standards.
SCHOOL
YEAR
PERCENT OF
STUDENTS
TESTED
BASIC
PROFICIENT
ADVANCED
2010-2011
2009-2010
100%
100%
3%
3%
24%
33%
47%
47%
26%
17%
74%
64%
Female
2010-2011
2009-2010
100%
100%
0%
5%
21%
40%
47%
45%
32%
10%
79%
55%
Male
2010-2011
2009-2010
100%
100%
7%
0%
27%
25%
47%
50%
20%
25%
67%
75%
STUDENT GROUP
BELOW BASIC
ALL STUDENTS
AND ABOVE
0%
50% 100%
GENDER
2010-2011
2009-2010
2010-2011
2009-2010
100%
100%
6%
0%
24%
31%
41%
44%
29%
25%
71%
69%
Hispanic
2010-2011
2009-2010
100%
100%
0%
6%
24%
39%
53%
56%
24%
0%
76%
56%
2010-2011
2009-2010
White
2010-2011
2009-2010
Disabled
2010-2011
2009-2010
100%
10%
50%
40%
0%
40%
Proficient
2010-2011
2009-2010
100%
100%
0%
8%
50%
46%
40%
38%
10%
8%
50%
46%
Migrant
2010-2011
2009-2010
2010-2011
2009-2010
100%
100%
3%
3%
27%
35%
43%
52%
27%
10%
70%
61%
Footnotes
1
100 %
80 %
60 %
40 %
20 %
0%
State
16
Teacher Quality Information
Federal law requires all public elementary and secondary school students to be taught by teachers who are certified
as being “highly qualified,” otherwise known as HQT – Highly Qualified Teacher. This means that DCPS teachers in the
core academic areas (defined as: English, reading/language arts, math, science, foreign languages, civics/government/
economics, arts, history and geography) must hold a bachelor’s degree, have full state certification and demonstrate subjectmatter competency.
CORE CLASSES TAUGHT AT THE STATE LEVEL
Core Classes Taught
PERCENTAGE OF CLASSES
TAUGHT/ NOT TAUGHT BY HIGHLY
QUALIFIED TEACHERS
TOTAL NUMBER OF CLASSES
0%
10,837
Taught by a HQT
Not Taught by a HQT
9,043
1,794
83%
17%
Core classes taught at high poverty schools
1,397
Taught by a HQT
Not Taught by a HQT
1,190
207
85%
15%
Core classes taught at low poverty schools
3,280
Taught by a HQT
Not Taught by a HQT
2,778
502
85%
15%
Core classes taught in the District of Columbia
50% 100%
CORE CLASSES TAUGHT AT THE LEA LEVEL
Core Classes Taught
QUALIFIED TEACHERS
0%
Core classes taught in Elsie Whitlow Stokes Com-
25
Taught by a HQT
Not Taught by a HQT
Core classes taught at high poverty schools
Taught by a HQT
Not Taught by a HQT
Core classes taught at low poverty schools
Taught by a HQT
Not Taught by a HQT
25
0
50% 100%
100%
0%
CORE CLASSES TAUGHT AT THE SCHOOL LEVEL
SCHOOL NAME
QUALIFIED TEACHERS
0%
Elsie Whitlow Stokes Community Freedom PCS
© 2011 Office of the State Superintendent of Education. All Rights Reserved. 25
Taught by a HQT
Not Taught by a HQT
25
0
50% 100%
100%
0%
17
Schools Identified for Improvement
The District of Columbia identifies for school improvement any school that has not made AYP for two consecutive years.
Schools are labeled: School Improvement Year 1 (SI Yr 1), School Improvement Year 2 (SI Yr 2), Corrective Action (CA),
Restructuring Year 1 (RS Yr 1), and Restructuring Year 2 (RS Yr 2). An LEA must take corrective action for any school that
has been in school improvement for three consecutive years.
NUMBER OF SCHOOLS IDENTIFIED: 1
PERCENTAGE OF SCHOOLS: 100%
SCHOOL NAME
Elsie Whitlow Stokes Community Freedom PCS
1
SCHOOL
NUMBER
STATUS
159
RS YR1
Legend: E (Elementary), S (Secondary)
18
Additional Resources
DISTRICT OF COLUMBIA PUBLIC SCHOOLS
If you are looking for additional information on public schools in the District of Columbia,
please consider these online resources:
• Office of the State Superintendent of Education:
www.osse.dc.gov
• GreatSchools:
www.greatschools.org/dc
• District of Columbia Public Schools:
www.dcps.dc.gov
• District of Columbia Public Charter School Board:
www.dcpubliccharter.com
• District of Columbia Public Charter School Directory:
www.dcpubliccharter.com/data/files/DC_Public_Charter_School_Listing.pdf
• District of Columbia Comprehensive Assessment System (DC CAS) results:
www.nclb.osse.dc.gov
• FOCUS (Friends of Choice in Urban Schools) School Quality Database:
www.focusdc.org/data-center
In addition, paper copies of state, LEA, and school report cards are available for viewing in select locations
of the D.C. Public Library. For branch locations, please visit www.dclibrary.org.
19

elsie whitlow stokes community freedom pcs

Transcription

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