COMPILATION OF MID-YEAR MOBILITY DATA 1
PURPOSE The following slides are a compilation of the mid-year mobility data analysis presented at the Cross Sector Collaboration Task Force during the May 24 and June 28 meetings. This compilation has been assembled to ensure that Task Force members have easy access to all the quantitative data on student mobility presented to the Task Force. Task Force members are encouraged to review OSSE’s Mid-Year Student Movement in DC, July 2015 report posted online at http://tinyurl.com/h2eq4p3. 2
MID-YEAR MOBILITY DEFINED In/Out of State Within LEA Across LEA 3
ENTERING PUBLIC SCHOOL DEFINED Citywide School-of-Right • Random lottery admission only • Guaranteed year-round admission in grades K-12 to students who live in a • No preference based on residence designated boundary • 3 DCPS schools (not including SPED, • 97 DCPS schools adult, or alternative) • No PCS schools provide guaranteed • 107 PCS schools (not including SPED, admission based on residence adult, or alternative) • TOTAL = 97 schools • TOTAL = 110 schools Selective • Admission requirements are established by the school (e.g. grades, essay, reference letters) • 6 DCPS high schools • No PCS schools • TOTAL = 6 schools 4
TYPES OF KEY FINDINGS The data in this deck is dense and is presented from a number of vantage points. The slides are grouped by: Broad findings about mobility in DC Within LEA mobility Sector differences High churn schools Disproportionate impact on wards Disproportionate impact on high schools 5
ONLY 8% OF STUDENTS ARE MOBILE MID-YEAR • The majority of public PK3-12th grade students stay enrolled at the same school during the school year (between October and June). Even though DC’s overall mobility rate is modest (Education Counsel • memo), DC experiences negative impacts of disproportional mobility. Mid id-Year ear St Student ent Move vement ent 100% 5,577 (7%) 6,118 (8%) 6,877 (9%) 90% 80% 70% 60% Moved school mid year 50% 70,220 (93%) 72,039 (92%) 67,022 (91%) Same school 40% 30% 20% 10% 0% 2011-12 2012-13 2013-14 6 Source: OSSE’s Mid-Year Student Movement in DC report Note: Analysis excludes students enrolled at adult & alternative schools.
OF ALL MID-YEAR MOBILE STUDENTS, 75% ARE MOVING IN/OUT OF STATE Of the 6,118 of students who were mobile mid-year in SY2013-14, approximately 75% either left the public school system or entered the public school system rather than switched between public schools. Types of Mid-Year Mobility 8,000 202 (3%) 7,000 Number of mobile students 104 (2%) 826 (12%) 6,000 114 (2%) 743 (12%) 638 (9%) 784 (14%) 5,000 669 (11%) 572 (10%) 4,000 3,174 (46%) 2,494 (41%) 76% 3,000 75% 2,341 (42%) 74% 2,000 2,108 (34%) 1,000 2,037 (30%) 1,766 (32%) 0 2011-12 2012-13 2013-14 Entered public school system Exited public school system Source: OSSE’s Mid-Year Switched schools, changed sector Switched schools, same sector Student Movement 7 in DC report Entered from/exited to other
DCPS HAS TWICE THE AMOUNT OF MOBILITY THAN PCS The greatest Number of Mobile Students Mid-Year by Sector, SY2013-14 amount of DCPS mobility is due to 4,500 students entering DCPS from outside 52 (1%) 4,000 the public system. 673 (16%) 3,500 Entered from/exited to 49 (1%) other The greatest 3,000 Switched schools same amount of PCS sector 1,486 (36%) 2,500 mobility is due to Switched school changed 52 (3%) students exiting 2,000 70 (3%) sectors the public school 620 (30%) Exited public school 1,500 system. system 1,000 Entered public school 1,819 (45%) 1,008 (49%) system Note that this 500 shows number of 289 (14%) students rather 0 DCPS PCS than instances of entry and exit. Source: OSSE’s Mid-Year Student Movement in DC report 8
AS CHURN INCREASES, PERFORMANCE DECREASES • Looking at all PK3-12 schools there is a negative relationship between % churn and proficiency in math – the higher the churn rate, the lower the math proficiency rate. • Churn is NOT the only factor that contributes to performance. y = -0.168ln(x) + 0.1078 Correlation=-.61 R² = 0.3664 100% 90% 14 nt Math DC CAS SY2013-14 80% 70% 60% 50% 40% ficient 30% Figure 1. % profi All schools with % 20% Proficiency in 10% Math (DC CAS) and Churn Rate 0% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% % Churn 9
PROBLEM: HIGH CHURN SCHOOLS HAVE LOWER STUDENT PERFORMANCE Schools that experience high churn (mid-year entry (>5%) and mid-year exits (>5%)) have significantly lower median % proficiency in DC CAS compared to schools with lower entry and withdrawal rates. 80 70 % proficient in DC CAS 60 Math Citywide School Median 50 Reading Citywide 40 School Median 30 20 10 0 Category 1: low Category 2: low Category 3: high Category 4: high entry, low entry, high entry, high entry, low withdrawal withdrawal withdrawal withdrawal (74 (48 (64 (16 schools/29,614 schools/15,875 schools/24,449 schools/6,050 students) students) students) students) Source: Tembo analysis % Proficient Math % Proficient Reading
CATEGORY 1: LOW ENTRY AND LOW WITHDRAWAL This category has the highest performing schools in both sectors. PCS schools serve a greater share of free and reduced price and at risk students. Category 1 DCPS PCS Citywide Number of schools 32 42 202 Number of students 15,504 14,110 75,988 % Proficient math 77% 64% 51% % Proficient reading 77% 59% 47% % Black 38% 91% 92% % Hispanic/Latino 9% 5% 4% % White 30% 1% 1% % Special education 8% 11% 12% % English language learners 5% 3% 2% % Free and reduced price lunch 24% 84% 100% % At risk 15% 41% 51% Attendance rate 96% 94% 93% Suspensions rate 1% 6% 7% Source: Tembo analysis
CATEGORY 2: LOW ENTRY AND HIGH WITHDRAWAL This category consists of mostly PCS schools with higher than citywide median DC CAS performance and high suspension rates. Category 2 DCPS PCS Citywide Number of schools 3 45 202 Number of students 1,223 14,652 75,988 % Proficient math 31% 59% 51% % Proficient reading 46% 50% 47% % Black 75% 96% 92% % Hispanic/Latino 6% 2% 4% % White 14% 0% 1% % Special education 14% 12% 12% % English language learners 1% 0% 2% % Free and reduced price lunch 100% 99% 100% % At risk 40% 51% 51% Attendance rate 96% 92% 93% Suspensions rate 2% 15% 7% Source: Tembo analysis
CATEGORY 3: HIGH ENTRY AND HIGH WITHDRAWAL This category is mostly DCPS schools that have significantly lower than the citywide median of performance and have large shares of at risk students. Both sectors have higher suspension rates than the citywide median. Category 3 DCPS PCS Citywide Number of schools 55 9 202 Number of students 21,712 2,737 75,988 % Proficient math 31% 47% 51% % Proficient reading 33% 45% 47% % Black 96% 98% 92% % Hispanic/Latino 2% 1% 4% % White 0% 0% 1% % Special education 15% 6% 12% % English language learners 1% 2% 2% % Free and reduced price lunch 100% 100% 100% % At risk 72% 55% 51% Attendance rate 92% 90% 93% Suspensions rate 10% 14% 7% Source: Tembo analysis
CATEGORY 4: HIGH ENTRY AND LOW WITHDRAWAL This category is mostly DCPS schools with a higher share of Hispanic students, English language learners and special education students. Category 4 DCPS PCS Citywide Number of schools 14 2 202 Number of students 5,710 340 75,988 % Proficient math 52% 50% 51% % Proficient reading 45% 50% 47% % Black 82% 69% 92% % Hispanic/Latino 10% 8% 4% % White 1% 18% 1% % Special education 16% 8% 12% % English language learners 7% 5% 2% % Free and reduced price lunch 100% 88% 100% % At risk 54% 30% 51% Attendance rate 93% 93% 93% Suspensions rate 5% 7% 7% Source: Tembo analysis
ENTRY HAS GREATER NEGATIVE IMPACT THAN EXIT The negative correlation between proficiency in Math DC CAS and % mid-year entry is larger than the negative correlation between proficiency in math and mid-year exit. Figure 2. All schools with % Proficiency in Figure 3. All schools with % Proficiency in Math (DC CAS) and Mid-Year Entry Math (DC CAS) and Mid-Year Exit Rate y = 0.6214e -5.349x Correlation=-.44 y = -0.178ln(x) - 0.0166 Correlation=-.54 R² = 0.3369 R² = 0.2887 100% 100% 14 nt in Math DC CAS SY2013-14 14 nt in Math DC CAS SY2013-14 90% 90% 80% 80% 70% 70% 60% 60% 50% 50% 40% 40% 30% 30% ficient ficient 20% 20% % profi 10% % Profi 10% 0% 0% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 0.0% 10.0% 20.0% 30.0% % % Mid-Ye Year ar Exit, , SY2013-14 14 % Mid-Ye % Year ar Entry, SY2013-14 14 15
HIGH CHURN SCHOOLS HAVE LOWER MEDIAN STUDENT PERFORMANCE Schools that experience high churn (mid-year entry (>5%) and mid-year exits (>5%)) have significantly lower median % proficiency in DC CAS compared to schools with lower entry and withdrawal rates. 80 70 % proficient in DC CAS 60 Math Citywide School Median 50 Reading Citywide School Median 40 30 20 10 0 Category 1: low entry, Category 2: low entry, Category 3: high Category 4: high low withdrawal high withdrawal entry, high entry, low withdrawal (74 schools/29,614 (48 schools/15,875 withdrawal (16 schools/6,050 students) students) (64 schools/24,449 students) students) Source: Tembo analysis % Proficient Math % Proficient Reading 16
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