D.C. includes subgroup performance in its overall school ratings.
D.C. should also be commended for lowering its n-size from 25 to 10. Under the D.C. plan, race/ethnicity, economically disadvantaged, and English-learner subgroups each account for 5 percent of a school’s overall grade. The students-with-disabilities subgroup receives more significant weight at 10 percent.
D.C. should monitor its data to ensure low-performing subgroups are accurately reflected.
Given the proposed structure and D.C.’s identification of 10 unique student groups, it is concerning that the low performance of any one group will not have a significant impact on a school’s overall rating. D.C. should monitor its data and raise these weightings if they fail to provide sufficient pressure on schools to address individual subgroup performance. Similarly, more data are needed to understand how D.C. will identify schools with low-performing subgroups as targeted support schools.