Metric scores
Students with Disabilities - Elementary school framework
How are scores calculated for these metrics?
Each metric measures the school's student group performance compared to student group performance across the city. Every metric has a target, for which schools earn all possible points for each student group, and a floor, below which no points are earned. Metric points are awarded based on how much of the target is reached for each student group.
Example
2019 Meeting or Exceeding Expectations - English Language Arts
DC Overall: 9.63%
Percentage of students meeting or exceeding expectations on state assessments in ELA (PARCC level 4 or 5 and MSAA level 3 or 4).
2019 Meeting or Exceeding Expectations - Math
DC Overall: 12.66%
Percentage of students meeting or exceeding expectations on state assessments in math (PARCC level 4 or 5 and MSAA level 3 or 4).
2019 Approaching, Meeting or Exceeding Expectations - English Language Arts
DC Overall: 23.54%
Percentage of students approaching, meeting, or exceeding expectations on state assessments in ELA (PARCC level 3, 4 or 5 and MSAA level 3 or 4).
2019 Approaching, Meeting or Exceeding Expectations - Math
DC Overall: 30.27%
Percentage of students approaching, meeting, or exceeding expectations on state assessments in math (PARCC level 3, 4 or 5 and MSAA level 3 or 4).
2019 Median Growth Percentile - English Language Arts
DC Overall: 42.00
Median academic growth of students at this school compared to other students who took comparable assessments across the country.
2019 Median Growth Percentile - Mathematics
DC Overall: 48.00
Median academic growth of students at this school compared to other students who took comparable assessments across the country.
2019 Growth to Proficiency - English Language Arts
DC Overall: 53.50%
Percentage of students who are showing enough improvement on the state assessment to reach proficiency within five years or fewer.
2019 Growth to Proficiency - Mathematics
DC Overall: 48.00%
Percentage of students who are showing enough improvement on the state assessment to reach proficiency within five years or fewer.
DC Overall: 74.81%
Chronic Absenteeism is when students miss attending 10% or more of the days in a school year. This metric shows the percentage of students attending 90% or more of the school year. In other words, the positive inverse of chronic absenteeism. The higher this metric score is, the lower a school's chronic absenteeism rate is.
DC Overall: 0.09%
Improvement in the school's student-level attendance rates from year-to-year. To measure improvement, each student’s growth in attendance is compared against the growth in attendance of other DC students of the same age.
DC Overall: 92.53%
Percentage of students in attendance on any given school day.
DC Overall: 89.89%
Percentage of pre-K students in attendance on any given school day (measured separately since pre-K is not compulsory).
DC Overall: 82.07%
Percentage of students who can and choose to return to the same school each fall.
2019 Pre-K Classroom Organization
DC Overall: 5.78
Score for the teacher’s observed classroom routines and procedures, assessing organization and management of student behavior and classroom activities. Generally, a score of 1 or 2 is considered low quality, a score of 3, 4, or 5 is considered moderate quality and a score of 6 or 7 is considered high quality.
DC Overall: 6.02
Score for how well the teacher promotes a positive classroom environment. Generally, a score of 1 or 2 is considered low quality, a score of 3, 4, or 5 is considered moderate quality and a score of 6 or 7 is considered high quality.
2019 Pre-K Instructional Support
DC Overall: 3.18
Score for how well the teacher implements instruction to promote learning development. Generally, a score of 1 or 2 is considered low quality, a score of 3, 4, or 5 is considered moderate quality and a score of 6 or 7 is considered high quality.
View the DC Report.