I am reprinting a post by Alan Assarsson on the connection between family income and proficiency on standardized tests like the DC-CAS.

————————————



“THE CHANCELLOR’S STATISTICAL PARADOX (Part Two)

“I performed a coarse (first cut) analysis of a segment of the DCPS data by comparing one data point (2010 Elementary School Math Proficiency by Ward), to Family Income (2000 U.S. Census data by Ward). For a reference example, you can find the economic data for Ward 3 here:

” http://www.neighborhoodinfodc.org/wards/nbr_prof_wrd3.html

“This data set is shown in the following format:

“( Ward #; % Proficient; Family Income in $1,000’s )

“Ward 1; 49.5%; $45K

“Ward 2; 61.4%; $85K

“Ward 3; 83.4%; $118K

“Ward 4; 50.9%; $72K

“Ward 5; 38.0%; $50K

“Ward 6; 41.8%; $53K

“Ward 7; 34.5%; $45K

“Ward 8; 27.0%; $36K

{I, GFB, tookthe trouble to copy the graph he made. here it is:



“ The Graphic Data Analysis shows an almost “straight line” correlation between academic achievement (as measured by % Proficient) and Mean Family Income (of the Ward that the tested student’s school resides in). The one data point that is not directly on this “straight line” represents Ward One, which is the smallest, highest density, and the most diverse ethnic population in the city. I do not believe this invalidates the clear pattern shown by this data. Do it for yourself for all the data points in the DCPS dataset it provided and you will see the same correlation.

“It is time to ask ourselves, or the Chancellor, the following questions:

“1. Do you believe the neighborhood where a school resides is a prominent predictor of the academic achievement of its students?

“2. Do you believe that if you transferred the most proven and successful “human capital” (teachers) to the poorest neighborhood schools that it would dramatically change this demonstrated correlation between neighborhood and academic achievement? And if so, why does the Chancellor refuse to transfer these great teachers?

“3. And, do you believe that the Achievement Gap can be best addressed by a school reform policy that “seeks to increase the identity of Neighborhood Schools” while the socio-economic (SES) boundaries are so often contiguous with our school boundaries?

“We know what the Chancellor has said, but we can’t excuse ourselves if we don’t demand that she be made accountable to the most basic evidence that strongly suggests her core philosophy of education reform is bankrupt.

“Sincerely,

“Allan G. Assarsson”