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8/8/2019 Middle School Restructuring Critique v.3
1/32
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
8/8/2019 Middle School Restructuring Critique v.3
3/32
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
7
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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
10
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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/8/8/2019 Middle School Restructuring Critique v.3
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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/8/8/2019 Middle School Restructuring Critique v.3
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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/8/8/2019 Middle School Restructuring Critique v.3
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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 (
8/8/2019 Middle School Restructuring Critique v.3
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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
16
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APPENDIX
17
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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 (
8/8/2019 Middle School Restructuring Critique v.3
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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
8/8/2019 Middle School Restructuring Critique v.3
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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
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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
8/8/2019 Middle School Restructuring Critique v.3
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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
30/32
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
31/32
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