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The structure of middlegrades in the Cambridge

Public School DistrictA fact-based response to many of the issues raised

about how to organize our middle grades

1

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The Cambridge Public School District is trying to provide a world-class middle grade education, but it faces twochallenges:

Closing the achievement gap

Preventing families from pulling their children out of CPSD before the middle grades

Some believe that creating a separate middle school will help close the achievement gap. Research suggests otherwise.

An exhaustive, compelling 2010 study of middle grade education shows that students who attend middle schoolsperform worse, on average, than those who do not, and at-risk groups could see up to $25,000 in lost futureearnings as a result

Others argue that the achievement gap is due to a demographic imbalance in the schools.

The evidence from the last five years of 8th grade performance in ELA and Math in Cambridge shows that eventhe demographically balanced schools cannot effectively close the achievement gap, and, in some cases, the schools

which have an over-representation of a subgroup do a better job at educating that subgroup

Some argue that small cohort sizes are the problem, and larger cohorts can help schools close the achievement gap.Again, evidence suggests otherwise.

There are many examples of urban schools with Cambridges demographics and small to medium cohort sizes thathave closed the achievement gap

However, there does seem to be a strong argument for not having cohort sizes smaller than 20

Attrition seems to be a problem, but we do not have a clear understanding of why people leave the district.

To understand this problem fully, we must conduct a survey of parents who have left the district (focusingparticularly on those who still live in Cambridge but have pulled their children out of the Cambridge public

schools) and ask them why they chose to leave

DRAFT

2

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The Cambridge Public School District is trying to provide a world-class middle grade education, but it faces twochallenges:

Closing the achievement gap

Preventing families from pulling their children out of CPSD before the middle grades

Some believe that creating a separate middle school will help close the achievement gap. Research suggests otherwise.

An exhaustive, compelling 2010 study of middle grade education shows that students who attend middle schoolsperform worse, on average, than those who do not, and at-risk groups could see up to $25,000 in lost futureearnings as a result

Others argue that the achievement gap is due to a demographic imbalance in the schools.

The evidence from the last five years of 8th grade performance in ELA and Math in Cambridge shows that eventhe demographically balanced schools cannot effectively close the achievement gap, and, in some cases, the schools

which have an over-representation of a subgroup do a better job at educating that subgroup

Some argue that small cohort sizes are the problem, and larger cohorts can help schools close the achievement gap.Again, evidence suggests otherwise.

There are many examples of urban schools with Cambridges demographics and small to medium cohort sizes thathave closed the achievement gap

However, there does seem to be a strong argument for not having cohort sizes smaller than 20

Attrition seems to be a problem, but we do not have a clear understanding of why people leave the district.

To understand this problem fully, we must conduct a survey of parents who have left the district (focusingparticularly on those who still live in Cambridge but have pulled their children out of the Cambridge public

schools) and ask them why they chose to leave

DRAFT

3

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The most rigorous study to date1 on the effect of middlegrade education finds that there is a measurable negativeeffect of middle school on student achievement

DRAFT

Key findings

Academic achievement of middle

school students fails by up to .15

standard deviations in Math

and English relative to their K-8

peers

0.0

-0.1

-0.2

0.1

0.2

4 5 6 7 8

0.0

-0.1

-0.2

0.1

0.2

4 5 6 7 8

Students attending an

elementary school

Students attendinga middle school

Standarddeviations

(relativetostudentsin

K-8schools)

Grade Grade

Math test scores ELA test scores

Standarddeviations

(relativetostudentsin

K-8schools)

Absences are higher formiddle school students relative to

their K-8 peers

Loss of lifetime earnings due to move to middle school is estimated at $25,000, a cost which has a much more profoundeffect on disadvantaged students than those not in an at-risk group

1.0

0.5

-0.0

1.5

2.0

4 5 6 7 8

Standarddeviations

(daysabsentrelativeto

stud

entsinK-8schools)

Grade

Absences

-0.5

1

Conducted by Jonah Rockoff and Benjamin Lockwood, economists at Columbia University, who studied over 193,000 New York Citypublic school students from 1998-2008 and compared academic performance of students who attended K-8 schools vs those whoattended K-5 and then attended a middle school

4

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The Cambridge Public School District is trying to provide a world-class middle grade education, but it faces twochallenges:

Closing the achievement gap

Preventing families from pulling their children out of CPSD before the middle grades

Some believe that creating a separate middle school will help close the achievement gap. Research suggests otherwise.

An exhaustive, compelling 2010 study of middle grade education shows that students who attend middle schoolsperform worse, on average, than those who do not, and at-risk groups could see up to $25,000 in lost futureearnings as a result

Others argue that the achievement gap is due to a demographic imbalance in the schools.

The evidence from the last five years of 8th grade performance in ELA and Math in Cambridge shows that eventhe demographically balanced schools cannot effectively close the achievement gap, and, in some cases, the schools

which have an over-representation of a subgroup do a better job at educating that subgroup

Some argue that small cohort sizes are the problem, and larger cohorts can help schools close the achievement gap.Again, evidence suggests otherwise.

There are many examples of urban schools with Cambridges demographics and small to medium cohort sizes thathave closed the achievement gap

However, there does seem to be a strong argument for not having cohort sizes smaller than 20

Attrition seems to be a problem, but we do not have a clear understanding of why people leave the district.

To understand this problem fully, we must conduct a survey of parents who have left the district (focusingparticularly on those who still live in Cambridge but have pulled their children out of the Cambridge public

schools) and ask them why they chose to leave

DRAFT

5

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In Cambridge, the over-representation of subgroupsin a school does not necessarily result in a widenedachievement gap for that subgroup

40

51

62

73

84

20 35 50 65 80%

of8th

gradeAfricanAm

erican

studentsatproficientorad

vanced

levelinELA

(5YRAvera

ge)

% of African American students in the 8th grade

(5 YR Average)

King School

Tobin School

Fletcher/MaynardPeabody

Cambridgeport

Graham andParks Baldwin

Kennedy-Longfellow

MorseKingOpen

ELA performance vs. Subgroup representation in the schoolBased on 5 year averages of African American ELA proficiency andrepresentation in school

59.2

42

66

DRAFT

District Average

2012 Goal

6

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In some cases, the schools with more students froma given subgroup see higher test scores for thatsubgroup

40

52

64

76

88

20 35 50 65 80

%

of8

thgradeLow

Inco

me

studentsatproficientorad

vanced

levelinELA

(5YRAvera

ge)

% of Low Income students in the 8th grade

(5 YR Average)

King School

Tobin

School

Fletcher/Maynard

Peabody

CambridgeportGraham andParks

BaldwinKennedy-Longfellow

Morse

KingOpen

ELA performance vs. Subgroup representation in the schoolBased on 5 year averages of Low Income ELA proficiency andrepresentation in school

63.2

District Average

65

DRAFT

2012 Goal

Amigos

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In some cases, low income students in schools with a highconcentration of other low income students outperform theirpeers across the district

0

15

30

45

60

20 35 50 65 80

%

of8

thgradeLow

Inco

me

studentsatproficientorad

vanced

levelin

Math(5YRAverage)

% of Low Income students in the 8th grade

(5 YR Average)

King School

Tobin School

Fletcher/Maynard

Peabody

Cambridgeport

Graham andParks

Baldwin

Kennedy-Longfellow

MorseKingOpen

Math performance vs. Subgroup representation in the schoolBased on 5 year averages of Low Income Math proficiency andrepresentation in school

24.6

58

DRAFT

District Average

2012 Goal

Amigos

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For some schools, a high concentration of African American students in

the 8th grade results in an above average performance relative to other

African American 8th graders in the district

10

23

36

49

62

20 35 50 65 80%

of8th

gradeAfricanAm

erican

studentsatproficientorad

vanced

levelin

Math(5YRAverage)

% of African American students in the 8th grade

(5 YR Average)

King School

Tobin School

Fletcher/Maynard

Peabody

Cambridgeport

Graham andParks

Baldwin

Kennedy-Longfellow

MorseKingOpen

Math performance vs. Subgroup representation in the schoolBased on 5 year averages of African American Math proficiency andrepresentation in school

42

58

DRAFT

District Average

2012 Goal

9

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The Cambridge Public School District is trying to provide a world-class middle grade education, but it faces twochallenges:

Closing the achievement gap

Preventing families from pulling their children out of CPSD before the middle grades

Some believe that creating a separate middle school will help close the achievement gap. Research suggests otherwise.

An exhaustive, compelling 2010 study of middle grade education shows that students who attend middle schoolsperform worse, on average, than those who do not, and at-risk groups could see up to $25,000 in lost futureearnings as a result

Others argue that the achievement gap is due to a demographic imbalance in the schools.

The evidence from the last five years of 8th grade performance in ELA and Math in Cambridge shows that eventhe demographically balanced schools cannot effectively close the achievement gap, and, in some cases, the schools

which have an over-representation of a subgroup do a better job at educating that subgroup

Some argue that small cohort sizes are the problem, and larger cohorts can help schools close the achievement gap.Again, evidence suggests otherwise.

There are many examples of urban schools with both Cambridges demographics and small to medium cohortsizes that have closed the achievement gap

However, there does seem to be a strong argument for not having cohort sizes smaller than 20

Attrition seems to be a problem, but we do not have a clear understanding of why people leave the district.

To understand this problem fully, we must conduct a survey of parents who have left the district (focusingparticularly on those who still live in Cambridge but have pulled their children out of the Cambridge public

schools) and ask them why they chose to leave

DRAFT

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Out of 1,138 urban PK/K-8 schools in the US, 249 aresimilar to Cambridge in terms of cohort size, demographics,school mission and proficiency standards...

All urban-centric K-8

and PK-8 public

schools in the US

with demographics

similar to Cambridge1

Removed all small

cities and schools

with 8th gradecohorts < 15 or > 80

Removed all

charter schools

Removed all

magnet schools Kept only schools

with sufficient

data2 from states

with similar

proficiencystandards3

1 At least 33% of students are African American and at least 25% are low income2 At least three years of ELA and Math proficiency standards data available for the African American and Low Income subgroup3

Only schools in Pennsylvania, Illinois, Ohio and New York were included because they use assessment tests which are similarly rigorous to the MCASSource: Initial list compiled from National Center for Education Statistics (http://nces.ed.gov/ccd/districtsearch/).

Performance data gathered from each states DOE web site

DRAFT

11

http://nces.ed.gov/ccd/districtsearch/http://nces.ed.gov/ccd/districtsearch/http://nces.ed.gov/ccd/districtsearch/

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....and of those, 97 are high-performing or above-average schoolsthat have exceeded Cambridges 8th grade achievement gaptargets for 2012 and 2011 over the last 3 years

63

34

38

114

Similar schools1 by performance against CPSD achievement gap targetsBased on 3YR average of % of African American and Low Income students who have exceededproficiency/advanced targets for 8th grade ELA and Math

DRAFT

Source: Initial list compiled from National Center for Education Statistics (http://nces.ed.gov/ccd/districtsearch/).

Performance data gathered from each states DOE web siteSee Appendix for detail on each school

High-performingMet 2012 targets

Above-average

Met 2011 targets

On par with CPSDMet 2010 targets

Underperforms CPSDDid not meet 2010 targets

12

http://nces.ed.gov/ccd/districtsearch/http://nces.ed.gov/ccd/districtsearch/

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Similarly, of the 34 above-average schools whohave exceeded Cambridges 2011 targets, mostof them have cohort sizes between 20 and 60

63

34

38

114

DRAFT

Similar above-average schools by cohort size8th grade cohort size

Large (>60)7

Medium (40-59)13

Small (20-39)14

Tiny (>20)0

Source: Initial list compiled from National Center for Education Statistics (http://nces.ed.gov/ccd/districtsearch/).

Performance data gathered from each states DOE web siteSee Appendix for detail on each school

Similar schools by performance against CPSDs achievement gap targetsBased on 3YR average of % of African American and Low Income students who haveexceeded proficiency/advanced targets for 8th grade ELA and Math

High-performingMet 2012 targets

Above-average

Met 2011targets

On par with CPSDMet 2010 targets

UnderperformsCPSD

Did not meet 2010

targets

14

http://nces.ed.gov/ccd/districtsearch/http://nces.ed.gov/ccd/districtsearch/http://nces.ed.gov/ccd/districtsearch/

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While there are many examples of high-performing and aboveaverage schools with small and medium cohorts, there are fewexamples of very small cohorts who are effectively closing theachievement gap

Very Small (

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The Cambridge Public School District is trying to provide a world-class middle grade education, but it faces twochallenges:

Closing the achievement gap

Preventing families from pulling their children out of CPSD before the middle grades

Some believe that creating a separate middle school will help close the achievement gap. Research suggests otherwise.

An exhaustive, compelling 2010 study of middle grade education shows that students who attend middle schoolsperform worse, on average, than those who do not, and at-risk groups could see up to $25,000 in lost futureearnings as a result

Others argue that the achievement gap is due to a demographic imbalance in the schools.

The evidence from the last five years of 8th grade performance in ELA and Math in Cambridge shows that eventhe demographically balanced schools cannot effectively close the achievement gap, and, in some cases, the schools

which have an over-representation of a subgroup do a better job at educating that subgroup

Some argue that small cohort sizes are the problem, and larger cohorts can help schools close the achievement gap.Again, evidence suggests otherwise.

There are many examples of urban schools with both Cambridges demographics and small to medium cohortsizes that have closed the achievement gap

However, there does seem to be a strong argument for not having cohort sizes smaller than 20

Attrition seems to be a problem, but we do not have a clear understanding of why people leave the district.

To understand this problem fully, we must conduct a survey of parents who have left the district (focusingparticularly on those who still live in Cambridge but have pulled their children out of the Cambridge public

schools) and ask them why they chose to leave

DRAFT

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APPENDIX

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The 249 schools similar to our PK/K-8 schoolscan be organized into four groups based on sizeand compared to the Cambridge schools

Tiny (

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18

37

56

75

94

20 24 28 32 36 40

More than half of the 77 similar small-sized cohort schools haveexceeded Cambridges 2010 targets for African American ELAproficiency and 28 have already exceeded our 2012 targets

%

whoare

proficientoradva

nced

inELA1

8th grade cohort size

CPSD target

for 201268

28 high-achieving schools which have alreadyexceeded CPSDs 2012 targets

DRAFT

CPSD targetfor 2010

53

46 comparable schools which have met orexceeded CPSDs 2010 targetsCambridgeport

TobinKing

Morse

77 small-sized cohort schools% of African American students who are proficient oradvanced in ELA by 8th grade cohort size

1 Based on an average proficiency from the last three years

20

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35

50

65

80

95

20 24 28 32 36 40

All but one of those same 28 high-achievingschools have exceeded CPSDs 2011 Mathproficiency targets for African American students

3yraverage

%

ofAfricanAmericanstudents

whoare

roficientandadvanc

edinMath

Cohort size

CPSD

target for

2011

49

DRAFT

21

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45

55

65

75

85

95

20 24 28 32 36 40

All of the 28 high-achieving, small-sized cohortschools have consistently exceeded CPSDs 2011proficiency targets for Low Income students

%o

fLow

Incomestudents

w

hoareproficientand

ad

vanced(3yravera

ge)

Cohort size

CPSD MathLI target for

201149

58CPSD ELA LI

target for

2011

3YR AVG ELA (LI) 3YR AVG Math (LI)

DRAFT

22

DRAFT

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Similarly, 32 of the 113 schools with medium-sizedcohorts have exceeded CPSDs 2012 ELAproficiency targets for African-American students

14

34

54

74

94

39 43 47 51 55 59%ofAfricanA

mericanstudents

who

areproficient

andadvancedinE

LA

(3

yraverage)

Cohort size

CPSDtarget for

201268

DRAFT

CPSD targetfor 2010

53

32 high-achieving schools which have alreadyexceeded CPSDs 2012 targets

71 comparable schools which have met orexceeded CPSDs 2010 targets

113 medium-sized cohort schools% of African American students who are proficient oradvanced in ELA by 8th grade cohort size

23

DRAFT

8/8/2019 Middle School Restructuring Critique v.3

24/32

35

50

65

80

95

39 43 47 51 55 59

All but one of those 32 schools have exceededCPSDs 2011 Math proficiency targets for AfricanAmerican students

3yravera

ge%

ofAfricanAmericanstudents

whoar

e

roficientandadva

ncedinMath

Cohort size

CPSD

target for

2011

49

DRAFT

24

DRAFT

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45

55

65

75

85

95

39 43 47 51 55 59

Many of the 32 medium-sized cohort schools haveexceeded CPSDs 2011 proficiency targets forLow Income students over the last three years

3

yraverage%

ofLo

w

Incomestudentswho

are

proficientandadvanc

ed

Cohort size

CPSD Math LItarget for

201149

58

CPSD ELA LI

target for2011

3YR AVG ELA (LI) 3YR AVG Math (LI)

DRAFT

25

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Data for the high

performing and aboveaverage similar schools

26

DRAFT

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63 high-performing PK/K-8 schools around the US havealready exceeded Cambridges 8th grade achievement gaptargets for 2012 (1/3)

School

DRAFT

PS 235 LENOX

CULLEN ELEM SCHOOL

CUFFE MATH-SCI TECH ELEM ACADEMY

MAYS ELEM ACADEMY

WARD L ELEM SCHOOL

IRVING ELEM SCHOOL

JENKS JOHN S SCH

DOBSON JAMES SCH

LINGELBACH ANNA L SCH

DIEHL EL SCH

LUDLOW JAMES R SCH

OVERBROOK EDU CTR

GUGGENHEIM ELEM SCHOOL

GREEN W ELEM SCHOOL

HARTWELL ELEMENTARY SCHOOL

ALTGELD ELEM SCHOOL

HEFFERAN ELEM SCHOOL

LOVETT ELEM SCHOOL

CARROLL ELEM SCHOOL

CHARLES W HENRY SCH

POWELL ELEM PAIDEIA COMM ACADEMY

BROWN R ELEM COMMUNITY ACAD

KING ELEM SCHOOL

Size1

64

39

49

41

52

55

50

36

38

43

18

37

40

37

42

73

51

45

71

62

48

30

27

AA ELA2

99

91.7

89.3

89

89

88.7

87.1

85.7

85

84.7

84.4

84.4

83

82.7

82.4

82

81.3

81

80.3

79.6

79

78.3

78

AA Math2

98

86

87

88.7

88.3

77

78.6

76.9

66.6

73.1

81.7

66.6

59

80

66

79.3

72

61.3

71

63.4

72

66

81.7

LI ELA2

98.3

93

88.7

89.7

88

88.7

85.9

82.3

84

80.3

80.5

74.9

83

81

85.9

82

83.3

83.7

77.3

77.9

79

79

78.3

LI Math2

99.3

87

86.3

90

88

77.3

77.7

79.7

66.1

63.8

76.4

63.4

59.3

78

66.6

79.7

74.7

59.7

69.3

59.7

71.3

66.3

82.3

State

NY

IL

IL

IL

IL

IL

PA

PA

PA

PA

PA

PA

IL

IL

OH

IL

IL

IL

IL

PA

IL

IL

IL

% AA

95

99

100

97

99

62

84

48

97

42

65

85

99

100

47

99

99

90

97

83

99

99

79

% LI

69

95

100

98

99

83

35

73

74

86

86

56

96

99

73

99

88

89

76

36

93

91

91

27

DRAFT

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63 high-performing PK/K-8 schools around the US havealready exceeded Cambridges 8th grade achievement gaptargets for 2012 (2/3)

School

DRAFT

ASHBURN COMMUNITY ELEM SCHOOL

NATIONAL TEACHERS ELEM ACADEMY

COLEMON J ELEM ACADEMY

FERMI ELEM SCHOOL

SCHMID ELEM SCHOOL

DAY ANNA B SCH

OLNEY EL SCH

WEBSTER ELEM SCHOOL

MAYO ELEM SCHOOL

SMITH W ELEM SCHOOL

CARTER ELEM SCHOOL

ALEXANDER GRAHAM BELL

BENNETT ELEM SCHOOL

PULLMAN ELEM SCHOOL

TREMONT MONTESSORI SCHOOL

COOK ELEM SCHOOL

HUGHES C ELEM SCHOOL

BEIDLER ELEM SCHOOL

DODGE ELEM SCHOOL

NEWTON D BAKER SCHOOL

VARE ABIGAIL SCH

PARK MANOR ELEM SCHOOL

HOUSTON HENRY E SCH

Size1

56

41

39

31

27

51

77

43

73

43

47

27

78

36

22

80

36

54

38

72

41

43

48

AA ELA2

76.7

76,7

76.3

76.3

76.3

75.9

75.8

75.7

75.3

75.3

75.0

74.8

74.3

73.7

73.3

73

73

72.3

72.3

72.1

71.3

71

71

AA Math2

66.7

60.0

75.7

64.3

64.7

79.4

58

68.3

69.7

66.3

62

69.1

73.7

63.7

65.1

68.3

73

65.3

83.3

88.9

59.1

67.7

67.9

LI ELA2

71.7

76.0

76.0

76,0

74.3

75.8

79.1

75.0

75.3

73.3

73.7

73.6

73.7

71.7

69.1

72.7

73.7

72.3

73.3

75.8

70.8

71.3

66.8

LI Math2

64

60

74.3

66

65.7

78.2

64.7

68.7

68.3

66

61.3

65.9

71.7

66.7

63.6

69

72.7

66

86

88.9

64.2

68.3

64.4

State

IL

IL

IL

IL

IL

PA

PA

IL

IL

IL

IL

OH

IL

IL

OH

IL

IL

IL

IL

OH

PA

IL

PA

% AA

85

99

97

99

97

97

50

100

100

100

100

88

99

79

67

100

99

100

99

35

42

100

96

% LI

85

96

84

99

95

72

77

97

96

95

96

61

94

93

53

98

97

97

94

54

82

96

49

28

DRAFT

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63 high-performing PK/K-8 schools around the US havealready exceeded Cambridges 8th grade achievement gaptargets for 2012 (3/3)

School

DRAFT

MELODY ELEM SCHOOL

REAVIS ELEM MATH & SCI SPEC SCHL

FARADAY ELEM SCHOOL

WEST PARK ELEM ACADEMY

NEBINGER GEORGE W SCH

WENTWORTH ELEM SCHOOL

SPRING GARDEN SCH

GRESHAM ELEM SCHOOL

HINTON ELEM SCHOOL

BURKE ELEM SCHOOL

HENSON ELEM SCHOOL

SONGHAI ELEM LEARNING INSTITUTE

WOODSON SOUTH ELEM SCHOOL

THORP J N ELEM SCHOOL

TANNER ELEM SCHOOL

MARSHALL THURGOOD

VON HUMBOLDT ELEM SCHOOL

Size1

45

39

35

70

31

45

35

57

41

26

45

51

48

49

53

60

66

AA ELA2

70.7

70.7

70.3

70.3

70.2

70

68.7

68.7

68.7

68.3

68

67.7

67.7

67

66.7

66.7

66.3

AA Math2

61

66

77.7

70.3

70.3

61.7

64.1

66

61.3

60.7

60.7

58.3

62.7

69.3

59

60.1

73.7

LI ELA2

70.3

68.3

70

72

70.6

69

69.4

69.3

68.3

66.3

70.3

68

68.7

70

66.3

67.4

71.3

LI Math2

60

66.7

77.3

75.7

72.8

61.3

65.8

65.7

62

58.3

61.3

58.3

63

71.3

58.7

61.8

73.3

State

IL

IL

IL

IL

PA

IL

PA

IL

IL

IL

IL

IL

IL

IL

IL

PA

IL

% AA

100

100

100

31

57

99

93

100

99

100

99

100

100

83

99

60

40

% LI

95

97

90

97

72

98

96

99

96

90

92

92

99

99

98

87

99

29

DRAFT

8/8/2019 Middle School Restructuring Critique v.3

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34 above-average PK/K-8 schools around the US havealready exceeded Cambridges 8th grade achievement gaptargets for 2011 (1/2)

School

DRAFT

ECOLE KENWOOD ALTERNATIVE ELEMENTARY

SCHOOL

OVERTON ELEM SCHOOL

WASHINGTON GEORGE SCH

BREGY F. AMADEE ELEM SCH

MEMORIAL SCHOOL

PFEIFFER-BURLEIGH EL

KEARNY GEN PHILIP SCH

LEVERING WILLIAM SCH

BARTON ELEM SCHOOL

MOLLISON ELEM SCHOOL

RUGGLES ELEM SCHOOL

BANNEKER ELEM SCHOOL

JACKSON M ELEM SCHOOL

OLIVER H PERRY ELEMENTARY SCHOOL

YALE ELEM SCHOOL

KOHN ELEM SCHOOL

WAYNE MS

MIFFLIN EL SCH

HERBERT ELEM SCHOOL

SHERWOOD ELEM SCHOOL

DEPRIEST ELEM SCHOOL

MCCALL GEN GEORGE A

KERSHAW ELEM SCHOOL

Size1

27

31

48

47

42

48

39

43

66

37

64

46

30

34

32

73

62

45

44

35

67

56

27

AA ELA2

88.8

73.7

72.9

72.1

70.9

69.9

69.1

68.8

68.7

67.7

67.3

67

66.7

66.6

66

65.7

65.6

65.3

65.0

65.0

64.7

64.6

64.3

AA Math2

54.8

53.3

57.8

51.9

49.5

56.4

51.2

56.0

56.3

56.7

53.3

56.7

51.3

59.7

52.0

66.7

58.4

63.2

61.3

60.3

50.3

57.9

61

LI ELA2

88.3

74

73.7

71.9

71.7

71.0

71.0

70.9

68.3

66.7

67.0

66.7

70

62.6

67

66.7

70.7

63.8

64.3

65

65

65.6

64

LI Math2

53.2

53

63.1

54

53.3

66

56.1

57.9

55.3

56.3

52.0

57.3

53

58.5

55

67

65.2

61

62

60.3

50

77

59

State

OH

IL

PA

PA

OH

PA

PA

PA

IL

IL

IL

IL

IL

OH

IL

IL

PA

PA

IL

IL

IL

PA

IL

% AA

65

100

60

73

99

51

89

56

99

100

99

100

99

93

99

99

47

33

99

100

98

27

99

% LI

55

95

78

88

54

98

92

78

93

91

87

96

99

40

91

99

99

58

93

99

97

68

97

30

8/8/2019 Middle School Restructuring Critique v.3

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DRAFT

8/8/2019 Middle School Restructuring Critique v.3

32/32

Feedback on this document

This document was prepared by John Capello, a Cambridgeport parent, in an effort toprovide some additional analyses which may be helpful to parents, administrators, andSchool Committee members

Please provide any and all feedback, positive or negative, to johncapello at gmail.com