SCHOOL YEAR 2016–17 Scorecard User Guide

2 016 –17 S C H O O L S C O R E C A R D U S E R G U I D E2 014 –1 5 S C H O O L S C O R E C A R DABC High SchoolSCORECARD METRICSResults of annual, standardized assessments don’t describe the full schoolexperience, but they do provide the most accurate and reliable signal ofThe metrics within the scorecard are aligned to the EffectiveSchoolsFrameworkandaddressStudent Performance,studentperformance.Every DCPSschoolshould demonstrateprogressthe core Indicators.areas of math andreading,well as cultivateandStudent Progress, Safe and Effective Schools, and CEfaculty focused on improving performance through outstanding teachingAcademy, Youth Services Center and Inspiring Youth Programdo not currently include these metrics.)and learning.STUDENTPERFORMANCEWHAT DOES THIS MEAN?100Data are displayed for school0 years 2014–15 and 2015–16so school performancecan be tracked over time.Student strict AverageXX%X%XX%X%XX%XX%X% Below Basic Basic Proficient AdvancedStudent readingperformance2012–132013–14District AverageGraduation rate2012–132013–14XX%XX%X%XX%XX%X%XX%33%The percentage of students who enrolled in 9th grade for the first time four years agoand graduated with a standard 69%83%District Average43%Compared to student performance, which signals the share of studentsdefinitiondatasource.Moreis detailon eachachievingat variousandlevels,studentprogressa measureof how muchstudentsgrow fromyear to year.Whilesomeschools may have relativelymetricis providedin thisUserGuide.few students meeting or exceeding state standards, it is important togauge the extent to which those schools help students catch up.STUDENT %District X%District AverageDistrict on uspensionsLong-term suspensionsThe percentage of students participating in an Advanced Placement examination andscoring 3, 4 or 5. These scores generally enable students to receive college credit.Student safetyThe percentage of students considered truant (10 or more unexcused absences whilecompulsory school-aged). Business rules were updated in school year 13–14. The 12–13figures were recalculated using the updated business rules.54%2013–1449%District Average43%2012–1356%2013–14The percentage of students included in the enrollment audit who received at least oneout-of-school suspension.54%43%2012–132013–1456%District Average54%43%2012–132013–1454%The percentage of students included in the enrollment audit who received at least onelong-term suspension.56%District AverageStudent satisfactionA score that represents student perceptions of safety and order at this school. Thescale is from 0 to 100, and the score is based on the results of a student survey.43%2012–1369%2013–14District AverageStudent re-enrollment0First-time 9th gradecompletionStudent growth in mathStudent growth inreading1002012–132013–14District Average61%2012–132013–1443%District Average43%2012–132013–14District Average71%51%60%43%This score describes the percentage of students the median (middle) student outperformswho started with a similar level of prior achievement on the District of Columbia’sComprehensive Assessment System (DC CAS or DC CAS Alt). For example, a score of 70 meansthat this school’s median student outperformed more than 70 percent of students in theDistrict with the same level of prior achievement.56%The percentage of teachers rated Effective or Highly Effective by DC Public Schools’IMPACT evaluation system who are returning to this school from the previous year.54%43%The school scorecard is meant to provide information that is easy tocompare across schools. However, each school is unique in its approachto teaching and learning. This section provides schools the opportunityto highlight their own measures of success.UNIQUE defined Metric ct AverageWHAT DOES THIS MEAN?The percentage of first-time 9th grade students who earned enough credits to bepromoted to 10th grade and are on track for graduation.61%43%A score that signals students’ overall satisfaction with their school. The scale is from 0to 100, and the score is based on the results of a student survey.The percentage of students who returned to school the following year. This does notinclude students in the school’s highest grade level.69%District AverageRetention of effectiveand highly effectiveteachers83%43%2012–132013–14Compared to student performance, which signals the share of studentsachieving at various levels, student progress is a measure of how muchstudents grow from year to year. While some schools may have relativelyfew students meeting or exceeding state standards, it is important togauge the extent to which those schools help students catch up.STUDENT PROGRESSThe average percent of students attending school daily. Business rules were updatedin school year 13–14. The 12–13 figures were recalculated using the updated businessrules.80%77%43%2012–13WHAT DOES THIS MEAN?1002012–132013–14District Average43%The percentage of students who enrolled in 9th grade for the first time four years agoand graduated with a standard diploma.37%2012–132013–14District Average51%60%33%District Average0Truancy rateThe percentage of students achieving at each proficiency level on the District ofColumbia’s Comprehensive Assessment System (DC CAS or DC CAS Alt).DCPS believes that all schools must provide caring and supportiveenvironments. School environments that are safe and welcoming betterenable students and staff to learn and teach.This score describes the percentage of students the median (middle) student outperformswho started with a similar level of prior achievement on the District of Columbia’sComprehensive Assessment System (DC CAS or DC CAS Alt). For example, a score of 70 meansthat this school’s median student outperformed more than 70 percent of students in theDistrict with the same level of prior achievement.Student in-seatattendance43%XX%XX%SAFE AND EFFECTIVESCHOOLSDistrict AverageX% Below Basic Basic Proficient AdvancedAdvanced Placementperformance71%WHAT DOES THIS MEAN?100XX% Below Basic Basic Proficient AdvancedStudent readingperformanceThefirst-time 9th grade students who earned enough credits to bepromoted to 10th grade and are on track for graduation.61%43%2013–140Student mathperformanceWHAT DOES THIS MEAN?2 014 –1 5 S C H O O L S C O R E C A R DABC High SchoolpercentageofResults of annual, standardized assessments don’t describe the full schoolexperience, but they do provide the most accurate and reliable signal ofstudent performance. Every DCPS school should demonstrate progressin the core areas of math and reading, as well as cultivate students andfaculty focused on improving performance through outstanding teachingand learning.STUDENTPERFORMANCE2012–13Student growth in math61%43%District AverageStudent growth inreading1002 014 –1 5 S C H O O L S C O R E C A R D2012–13ABC High School2013–14The percentage of students participating in an Advanced Placement examination andscoring 3, 4 or 5. These scores generally enable students to receive college credit.Each metric contains a brief description of itsDistrict averages for the most recent year aredisplayed when available beneath the bar graph.First-time 9th gradecompletionThe percentage of students achieving at each proficiency level on the District ofColumbia’s Comprehensive Assessment System (DC CAS or DC CAS Alt).Performance on most metrics is displayed by twoXX%XX%XX%horizontalbar graphs,oneX%for each of the two most Below Basic Basic Proficient Advancedrecent school years.District AverageAdvanced PlacementperformanceXX%WHAT DOES THIS MEAN?100A score based on both the grade point average (GPA) and the PSAT scores of high schoolstudents who have taken the PSAT college admissions test. This is a college readinessindicator that shows how prepared students are for a four-year college.58%53%68%82%N/A

2 016 –17 S C H O O L S C O R E C A R D U S E R G U I D EADDITIONAL INFORMATION AND NEXT STEPSThe last page of the scorecard includes family and community engagement opportunities offered at the school aswell as additional descriptive information, such as facilities and Metro route information.2 016 –17 S C H O O L S C O R E C A R DMcKinley Technology High SchoolFamily andCommunityEngagement:Facilities:Art roomAuditoriumMedia center1233Outdoorrecreation56space445Pool 6George WashingtonHospitalHome visittrained teachersMusic room2CiscoActive parentorganizationGym77First RoboticsCareer Academies/CTE Programs:EngineeringITBiotechnologyMass Media &CommunicationsAccenture8 toursSchoolHoward University8Urban AllianceScience lab1 2 3 4 5 6 K71 2 38 49 510 611 K12 A7 8 9 10 11 12 ACommunityPartnerships:National Institute ofHealthLocal schooladvisory teamComputer lab1Feeder School(s):International TradeAdministrationOther:MicrosoftAfter school careBeckman CoulterBefore school careSchool uniformTitle IGETTING TO SCHOOL M80M90 92 G8 P6 M31 X3WHAT YOU CAN DOFamilies play an essential role in supporting student success.Talk to your child about school. Your opinion andinterest matter to your child. Ask your child aboutone thing he or she learned at school, and keepasking every day!any questions, don’t hesitate to ask the teachers,principal, or staff. Find out what leadershipopportunities are available, such as in parentorganizations.Talk to your child’s teacher(s). Teachers and parentsare on the same team. Ask teacher(s) about theirexpectations and goals for your child, and shareyour own. Brainstorm ways you can help your childat home to supplement learning at school.Volunteer at school. Volunteers are key to helpingstudents succeed. Many schools need volunteerswho can work directly with students on reading andmath, but volunteers also can provide support inclassrooms, the main office or the library. For moreinformation, contact the school’s main office todetermine specific needs or visit www.dcps.dc.gov/DCPS/volunteer for details about the volunteerclearance process.Stay up-to-date and informed about what’shappening at school. Pay attention to reportcards, attendance, data, and any updates ornewsletters coming home from school. If you haveWHERE CAN I FINDINFORMATION ON OTHERSCHOOLS?View scorecards of every DCPSschool at: www.dcps.dc.gov/profiles. You can search for DCPSschools based on the informationthat you care about, and you canalso compare schools side by side.HOW CAN I STAY UP TO DATEON WHAT’S HAPPENING?Website: www.dcps.dc.govFacebook: FB.com/dcpublicschoolsTwitter: @dcpublicschoolsInstagram: dcpublicschools5

ScorecardMetric DetailThis section contains the definitions and detailedexplanations for each metric included on thescorecard by metric type.6

2 016 –17 S C H O O L S C O R E C A R D U S E R G U I D EIMPORTANT METRIC INFORMATIONBackground on the PARCCMany metrics, particularly those in the Student Performance section of the scorecard, are based on the resultsof annual test scores. DC Public Schools administers the Partnership for Assessment of Readiness for College andCareer (PARCC) assessment to measure the academic performance of students. These assessments are alignedto the Common Core State Standards, Next Generation Science Standards, and DC Standards.There are five performance levels for the content areas measured by the PARCC: Level 1, Did not yet meetexpectations; Level 2, Partially met expectations; Level 3, Approached expectations; Level 4, Met expectations;and Level 5, Exceeded expectations. Performance at Levels 4 or 5 indicates an overall understanding of theconcepts, knowledge and skills required for the grade level to the extent of being on track for the next gradelevel in preparation for success in college and career; Levels 1–3 indicate lesser levels of understanding andreadiness. Generally, students scoring at higher levels are able to apply such understanding to solve problemsusing learned strategies.The first two Student Performance metrics concerning math and reading standards are derived from studentperformance on the PARCC. PARCC data can also be found at the Office of the State Superintendent ofEducation’s (OSSE) website: http://osse.dc.gov/parcc.Definitions of scorecard templates2 014 –1 5 S C H O O L S C O R E C A R DNote that different school types have unique scorecard layouts. In each of the metric descriptions in theSchoolfollowing section, these abbreviations are used to show ABCwhichHightemplatesinclude that metric:ES: Elementary schools, middle schools, andEducation Campuses serving up to grade 8A: Alternative high schoolsHS: High schoolsST: STAY (School to AidYouth)ANDeveningschoolsSAFEEFFECTIVEK–12: Schools with grade 12 and a grade below 9SP: Special education schoolsSCHOOLSDistrict averagesWhen possible, District averages are displayed toput each school’s performance in the context of thelarger system. District averages are calculated using allDCPS students in the grades served by the school. Forexample, District averages on high school scorecardsinclude all DCPS students in grades 9 through 12. Note:The District averages for all PARCC-related metrics areDistrict-wide rather than grade-level specific.Minimum group sizeDCPS believes thaenvironments. Scenable students a0Student Student safety77%43%49%District 3%56%District Average2012–132013–1454%District AverageThe percentage of stuout-of-school suspens54%54%43%The percentage of stulong-term suspension56%A score that represenscale is from 0 to 10043%Some metrics have a minimum number of observations (or “n-size”) required to report2012–13a result. This minimum 69%Student satisfactionsafeguards against statistical fluctuations that naturally occur in small samples and helpsprotect privacy. Minimum2013–14District Average43%group sizes on the scorecard are 25 for PARCC performance metrics.Student re-enrollment2012–13District AverageRetention of effectiveand highly effectiveteachers2012–132013–14District Average83%A score that signals stto 100, and the score83%The percentage of stuinclude students in th69%2013–1443%56%54%43%The average percentin school year 13–14.rules.The percentage of stucompulsory school-agfigures were recalcula54%2013–14District AverageLong-term suspensions80%2013–14District AverageTruancy rate1002012–137The percentage of teaIMPACT evaluation sy

2 016 –17 S C H O O L S C O R E C A R D U S E R G U I D EMETRIC DESCRIPTIONSStudent PerformanceResults of annual, standardized assessments do not describe the full school experience, but they do provide themost accurate and reliable signal of student performance. Every DCPS school should demonstrate progress in thecore areas of math and reading as well as cultivate students and faculty focused on improving performance throughoutstanding teaching and learning.Metric/s:PARCC MathStudentPerformanceLevelsSummary: The percentage of students achieving at each performance level on the PARCC(Partnership for Assessment of Readiness for College and Career) Math assessment.Metric/s:PARCC ELAStudentPerformanceLevelsSummary: The percentage of students achieving at each performance level on the PARCC(Partnership for Assessment of Readiness for College and Career) Math assessment.Metric/s:Graduation rateSummary: The percentage of students who enrolled in 9th grade for the first time fouryears ago and graduated with a regular diploma.Templates:ES, HS, K-12, ADetailed Description and Technical Information: This metric is calculated using definitionsset forth in the OSSE Assessment and Accountability Manual, available online at http://osse.dc.gov/service/accountability, as well as the 2015–16 DC PARCC and MSAA ParticipationVerification Guide. Students are excluded from these calculations if they are new to theUnited States or do not meet the Full Academic Year requirements.Templates:ES, HS, K-12, ADetailed Description and Technical Information: This metric is calculated using definitionsset forth in the OSSE Assessment and Accountability Manual, available online at http://osse.dc.gov/service/accountability, as well as the 2015–16 DC PARCC and MSAA ParticipationVerification Guide. Students are excluded if they are new to the United States or do not meetthe Full Academic Year requirements.Templates:HS, K-12, ADetailed Description and Technical Information: The District of Columbia reports graduation rates based on theFour-Year and Extended-Year Adjusted Cohort Graduation methodology. This method focuses on four-year, ontime graduation for cohorts of first time 9th graders. This metric divides the total number of four-year graduatesby the sum of first-time 9th graders four years prior and students transferring in between grades 9 and 12, minusstudents transferring out between grades 9 and 12.8

2 016 –17 S C H O O L S C O R E C A R D U S E R G U I D EMetric/s:5-yeargraduation rateSummary: The percentage of students who enrolled in 9th grade for the first time fiveyears ago and graduated with a regular ry: The percentage of students participating in an Advanced Placementexamination and scoring 3, 4 or 5. These scores generally enable students to receivecollege credit.Templates:HS, K-12, ADetailed Description and Technical Information: The District of Columbia reports graduation rates based onthe Four-Year and Extended-Year Adjusted Cohort Graduation methodology. The Extended-Year Adjusted CohortGraduation methodology is calculated the same way as the Four-Year Adjusted Cohort Graduation Rate but countsstudents who graduated within five years in the numerator and does not account for any school transfers in thefifth year.Templates:HS, K-12Detailed Description and Technical Information: This metric uses annual data made availableby the College Board. Results are based on all of the Advanced Placement examinations inwhich students participate and for whom a valid score is returned.9

2 016 –17 S C H O O L S C O R E C A R D U S E R G U I D EStudent ProgressCompared to student performance, which signals the share of students achieving at various levels at a single pointin time, student progress is a measure of how much students grow from year to year. While some schools may haverelatively few students meeting or exceeding state standards, it is important to gauge the extent to which thoseschools help students catch up. Student Progress focuses on how much individual students in a school improve theirperformance over time. These growth metrics take advantage of data on all students in the District of Columbia toenable fair comparisons across DC public and public charter schools.The growth metrics in this section were computed as part of a statewide project led by the OSSE. Full technicalinformation on the growth metrics is available on the OSSE website: ortMetric/s:Student growthin mathSummary: This score describes the percentage of students the median (middle) studentoutperforms who started with a similar level of prior achievement on the PARCC(Partnership for Assessment of Readiness for College and Career) math assessment. Forexample, a score of 70 means that this school’s median student outperformed more than70 percent of students in the District with the same level of prior achievement.Templates:ES, K-12Detailed Description and Technical Information:This metric is derived from a student growth percentile (SGP) model using data on allstudents testing in grades 3–8 in the District of Columbia. As a result, median growthpercentiles (MGPs) at the school-level are comparable across DC public and public charterschools, are calculated by the OSSE.Metric/s:Student growthin ELASummary: This score describes the percentage of students the median (middle)student outperforms who started with a similar level of prior achievement on the PARCC(Partnership for Assessment of Readiness for College and Career) ELA assessment. Forexample, a score of 70 means that this school’s median student outperformed more than70 percent of students in the District with the same level of prior achievement.Templates:ES, K-12Detailed Description and Technical Information:This metric is derived from a student growth percentile (SGP) model using data on allstudents testing in grades 3–8 in the District of Columbia. As a result, median growthpercentiles (MGPs) at the school-level are comparable across DC public and public charterschools, are calculated by the OSSE.10

2 016 –17 S C H O O L S C O R E C A R D U S E R G U I D EMetric/s:First-time9th gradecompletionSummary: The percentage of first-time 9th grade students who earned enough credits to bepromoted to 10th grade. These students are on track for on-time graduation.Templates:HS, K-12, ADetailed Description and Technical Information:Students’ first 9th grade year is determined based on transcript information documented bythe school. Grade 10 status is based on students’ completion of at least six credits, includingAlgebra I and English I, by the end of the school year or in summer school. Students areassociated with schools based on their school of enrollment at the end of the year.11

2 016 –17 S C H O O L S C O R E C A R D U S E R G U I D ESafe and Effective SchoolsDCPS believes that all schools must provide caring and supportive environments. School environments that are safeand welcoming better enable students and staff to learn and teach.Metrics in the Safe and Effective Schools section are based on data related to a school’s culture, such as attendanceand behavior. While school culture is necessarily hard to measure, DCPS believes these indicators are closely linkedto student achievement in a school.Metric/s:Student In-seatAttendanceMetric/s:Truancy RateSummary: The percentage of days students attended.Templates:ES, HS, K-12, A, STDetailed Description and Technical Information:In-Seat Attendance is calculated by dividing the total days each student attends school bythe membership, or enrolled, days of each student. Most excused absences are counted asabsences. School authorized activities, such as field trips, are not considered an absence.Summary: The percentage of students regarded as truant (10 or more unexcused absenceswhile compulsory school-aged).Templates:ES, HS, K-12, A, STDetailed Description and Technical Information:This metric uses end-of-year data to calculate the percent of chronically truant students at aschool. A student is considered chronically truant if they have accrued 10 or more unexcusedabsences and have 25 or more membership days at that school and are between thecompulsory school ages of 5 and 18.Metric/s:Out-of-schoolsuspensions12Summary: The percentage of students included in the enrollment audit who received atleast one out-of-school suspension.Templates:ES, HS, K-12, A, STDetailed Description and Technical Information:This metric is calculated by dividing the total number of students with at least one outof-school suspension (as defined by Chapter 25 of the District of Columbia MunicipalRegulations) by the total number of registered students in a school as of October 5 of eachschool year.

2 016 –17 S C H O O L S C O R E C A R D U S E R G U I D EMetric/s:Long-termsuspensionsSummary: The percentage of students included in the enrollment audit who received atleast one long-term suspension (11 or mo

2016 u17 SCHOOL SCORECARD USER GUIDE 4 SCORECARD METRICS The metrics within the scorecard are aligned to the Effective Schools Framework and address Student Performance, Student Progress, Safe and Effective Schools, and U