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Everything You Need to Know About PARCC!

PAVE Family,

We’re sure you’ve seen the headlines, heard the commentary, and read the stories. 2022 DC PARCC results are out, and the scores show what many expected after 2 years of COVID related disruptions. Academic declines in math and ELA are evident, with the gaps growing larger for the district’s Black and Brown students.

The last time DC students took the PARCC exam was pre-COVID in spring 2019, and since then math proficiency scores have declined by 12 percentage points, and reading scores have declined by 6 percentage points.

Source: OSSE

For the District’s Black and Brown students, who pre-COVID were improving at a moderately faster rate than their White peers, the drop has been steeper. Math proficiency rates dropped by 12% for Black students and 13% for Brown students, compared to 8.7% for White students. Since 2019, reading proficiency rates dropped by 7.7% for Black students, 7% for Brown students, and around 5% for White students.

Source: OSSE
*these graphs also include MSSA (Multi-State Alternate Assessment) data. “The MSAA is a comprehensive assessment system designed to promote higher academic outcomes for students with significant cognitive disabilities in preparation for a broader array of post-secondary outcomes.” -OSSE

What does this all mean?

The PARCC data provided by OSSE can seem overwhelming and tough to parse through. This edition of the PAVE Post seeks to answer questions, and serve as an introduction or refresher on what this state-wide assessment is designed to track and identify.

DC’s 2022 PARCC results are reflective of nationwide trends, and while anticipated, they are disappointing. For many, they can be seen as steps backward when what we are all seeking is progress. DC public and charter schools plan to implement new measures and commitments, including high impact tutoring and promoting student and staff wellbeing,  to ensure that the growth and progress of the past returns. We will continue our advocacy so that ALL students are on a track towards success.

What is the PARCC, how did our schools do, and what do the scores mean?

What is PARCC?

All DC public school students – public charter and DCPS – in 3rd through 8th grade take the ELA and math PARCC tests, and high school students take an English II and Geometry PARCC test. PARCC administration began in the district in 2015, and was suspended during the 2019-2020 and 2020-2021 school years due to the COVID-19 pandemic.

PARCC is aligned with the Common Core State Standards, which were developed by education leaders and teachers with the ultimate goal of raising expectations for students and incorporating 21st Century skills (i.e. problem solving, critical thinking, using technology, etc.) in order to ensure we are truly preparing our youth to succeed in college and careers.

Three-Minute Video Explaining the Common Core Standards!

Today, school districts select their own curriculum that is tied to the Common Core, which they use to teach students during the school year. In the spring, students take the PARCC, which assesses the skills they should have for their grade level in order to be on track for college and careers. PARCC is taken on a computer, as those skills are needed in school and in careers in our increasingly technological world. 

Because PARCC is used across the nation, parents and educators can use the results to learn how their students and schools compare to students and schools across DC and the United States as a whole. This comparison helps foster the sharing of best practices across similar regions and sparks collaboration nationwide.

Video About the PARCC Assessments

How is DC performing on the PARCC and how are we progressing?

As noted above, academic declines are evident in the 2022 PARCC results. This year’s math results were the lowest on record since the district began administering the PARCC in 2015.

"We knew that the pandemic had a significant impact on our students, particularly for students with the greatest need, and we have been diligently working with public and public charter schools across the District to ensure our students have all the supports they need not just to recover but prosper in school..."
 

State Superintendent Dr. Christina Grant

Persistent gaps remain in performance between students who are at-risk, have special needs, or are English Language Learners, as well as disparities between Black and Brown students and their White peers.

Source: OSSE

Although declines are evident, there are bright spots in both DCPS and DC public charter schools! According to data analysis shared by Allister Chang, Ward 2’s elected representative of the SBOE, reading proficiency outcomes improved in the following DCPS schools: Simon (Ward 8), Houston (Ward 7), Hendley (Ward 8), Patterson (Ward 8), Cleveland (Ward 1), Burroughs (Ward 5), Payne (Ward 6), Shepherd (Ward 4), Hearst (Ward 3), and Key (Ward 3).

The following DC charter schools also saw improved reading proficiency outcomes, Friendship Armstrong (Ward 5), Statesman (Ward 8), Roots (Ward 4), Bridges (Ward 5), Lee Montessori (Ward 5), Two Rivers Young (Ward 5), DC Bilingual (Ward 5), and Washington Yu Ying (Ward 5). 

Additionally, according to EmpowerK12 there are some positive indicators for student academic recovery. According to spring 2022 local assessment data from DCPS and DC public charter schools, “For the first time since the onset of the pandemic, student growth rates in grades 3-8 math and reading rebounded to typical pre-pandemic growth rates during the spring semester and academic achievement improved.” 

EmpowerK12 does note that, “Students designated as at-risk are an average of 15-18 instructional months behind, while students who are not at-risk are about 4-5 months behind pre-pandemic national averages."

Improvements should be recognized, however WE know that there is much work to be done. In DC, we are not yet at a place where we can provide every child access to a high-quality school that meets their unique needs. Parents and families need to be at the table with policymakers and school leaders to build a system of great schools for each and every one of our students, in every part of the district.

How do I find out more about how my child and their school did this year? 

    • Individual school level results can be found here. Please reach out to the PAVE team should you have any questions when reviewing it.
    • Additionally, information about both DCPS and public charter schools will be available on DC’s State Report Card that will be released sometime in December. The report card will include:
      • Information about academic performance, including PARCC results broken down by student groups (race/ethnicity, at-risk, special education, ELL, etc.
      • General school profile and school environment information
    •  You can also visit find.myschooldc.org to get more information on your child’s school. 
      • Follow the link and search for your child's school by name, grade, or ward. On your school's page, go to additional resources at the bottom and select "DCPS Profile" for all DCPS schools, or "PCSB School Profile" for all public charter schools.
    • According to OSSE, “Schools will receive individual student reports in September and distribute them to families.”
    • PARCC can give families and educators an understanding of where students are based on the expectations of their grade level and if they are meeting the standards required for college and careers. For this reason, it is critical that schools share individual student reports with parents. 
    • When a student takes the PARCC, they will be given two unique scores on a scale from 1 to 5 for both Math and ELA
    • Scoring a 4 or 5 on the PARCC indicates that the student met or exceeded the expectations of their grade level. This means that that student is on track for their grade’s Common Core standards – putting them on track to succeed in college or a career after graduation.
    • Scoring a 3 on the exam means that the student approached expectations of their grade level, so has mastered some skills, but not all of the skills for their grade level. And a score of a 1 or 2 means that the student either partially met expectations or did not meet the expectations of their grade level.

Source: OSSE

It is important to note that PARCC scores do not impact a student’s GPA or standing in the classroom, but do help educators personalize their lesson planning, provide individual supports to students based on their specific needs, and help track student growth. 

Additionally, PARCC results are not the only way to measure a student’s performance. Throughout the year, schools should be providing data to parents regularly about how students are performing – using grades, report cards, tests like NWEA Measures of Annual Progress (MAP),  iReady,  and other  performance-based assessments.

Where do we go from here?

The five issues PAVE parent leaders voted on at the 2022 PAVE Parent Policy Summit, and our #ParentPriorities (Out-of-School Time Programming (OST) and School-Based Mental Health (SBMH)) are critical to ensure that ALL DC students are on track for success. We know that if students’ basic needs aren’t being met, or they are dealing with trauma and mental health issues, their ability to learn is significantly impacted. We also know that the academic enrichment, social skills, ability to explore, and safe spaces that publicly funded Out-of-School Time programs provide, all contribute to a solid and well-rounded educational experience for children.

We know that parent voice and your #ParentPower is critical to making the changes we need to see in our education system.  We look forward to a school year of success, with progress made and much needed improvement across all of DC’s schools.

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