What’s the Real D.C. Public School Story?

D.C. Public Schools (DCPS) usually make news due to less than flattering circumstances; over the years the embattled public school system has made headlines for lackluster teaching, crumbling infrastructure, and vermin infestations. However, last month DCPS made headlines for positive reasons, at least initially: according to the biennial National Assessment of Educational Progress, D.C. Public Schools scored significant gains over previous performances and, was the only major city public school system to score higher reading and mathematics scores for both 4th and 8th graders from 2011 to 2013.

The National Assessment of Educational Progress (NAEP) is sponsored by the Department of Education and, is tasked with generating the Nation’s Report Card — an assessment to inform the public of the academic achievements of elementary and secondary students in the United States. NAEP assessments began in 1969, conducting periodic reviews in the subjects of reading, mathematics, science, writing, U.S. history, civics, geography, and more. From these tests NAEP generates national and state scores, as well as provides reports on participating large city districts. DCPS has been participating in fourth and eighth grade mathematics and reading evaluations since 2003.

Ten years ago, during the first tests of D.C.’s youth, the public school system was exposed as weak and inefficient. 64 percent of fourth graders scored below basic proficiency in mathematics; 69 percent were classified as below basic proficiency in reading. Eighth graders did not fare much better, 71 percent and 59 percent scoring below basic proficiency in math and reading respectively. In 2013, the percentage of fourth graders rated below basic proficiency was reduced to 36 percent in math and 51 percent in reading. Eighth graders performing below basic proficient levels were also lowered to 53 percent in math and 47 percent in reading.

However, there are troubling trends lurking in the underlying data. Only one subject in DCPS, fourth grade mathematics, has shown any chance of overtaking the national large city average — managing to pare down a gap of 19 points to 6 over the past ten years. The other subjects have either shown stagnant growth in line with the national average, or worse, regressed after making initial gains.

Other disturbing trends are found in the demographic breakdowns of the DCPS scores. Across all subjects and age groups students who were eligible for free or reduced school lunch, an indicator of low family income, scored significantly lower than the group did ten years ago in 2003. Fourth graders who qualified for the National School Lunch Program scored about 20 points lower than their counterparts, and eighth graders scored about 18 points lower.

Gaps between White, Black, and Hispanic student performance have remained constant over the past decade, with no significant gains in either direction. On average, White students scored between 50–60 points higher than Black and Hispanic students. One of the more dire statistics can be found in the results of the fourth grade reading test: only 38 percent of Black students scored at or above basic proficiency. Just as alarming is the scores for Black eighth graders: a mere 40 percent score at or above basic levels in math, and a scant 46 percent for reading.

Now, DCPS must figure out a new path for the future. After ten years, miniscule gains are being overshadowed by major problems. Though resource disparity or income inequality may explain away some of the statistics, such glib interpretations must not be blanketed over the NAEP findings. It would be easier for DCPS to mark the 2013 test a face value victory, and dismiss the subsurface failures — but it would be a disservice to the community to forget those who need help the most.