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| DC-CAS Results |
Scale: % at or above proficient
Grade 3
Reading
 23% (2010)
 54% (2009)
66% (2008)
The state average for Reading was 42% in 2010.
Math
14% (2010)
50% (2009)
53% (2008)
The state average for Math was 38% in 2010.
Source: DCPS, 2009-2010
Grade 4
Reading
17% (2010)
27% (2009)
26% (2008)
The state average for Reading was 61% in 2010.
Math
20% (2010)
49% (2009)
52% (2008)
The state average for Math was 45% in 2010.
Source: DCPS, 2009-2010
Grade 5
Reading
31% (2010)
27% (2009)
44% (2008)
The state average for Reading was 50% in 2010.
Science
 Data not available for this school (2009)
14% (2008)
The state average for Science was n/a in 2009.
Math
34% (2010)
41% (2009)
48% (2008)
The state average for Math was 44% in 2010.
Source: DCPS, 2009-2010
Elementary School
Reading
23% (2010)
37% (2009)
The state average for Reading was 44% in 2010.
Science
15% (2009)
The state average for Science was 32% in 2009.
Math
22% (2010)
47% (2009)
The state average for Math was 43% in 2010.
Source: DCPS, 2009-2010
About the Tests
- In 2009-2010 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10.
- The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia.
- The goal is for all students to score at or above the proficient level.
- When test score data is not available, the reason may be a school:
1. Has less than 25 students and doesn't meet the OSSE minimum to report results.
2. Is an alternative or adult education school and testing is not required.
3. Has just opened and therefore has not taken the latest DC-CAS.
4. Is private and not required to publish results of tests taken (not DC-CAS).
Testing in Washington, D.C. : An Overview
See Washington, D.C.'s state standards
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| DC-CAS Results By Subgroup |
The test results by subgroup show how the
designated group of students is performing in comparison to the
general population.
Scale: % at or above proficient
Grade 3
| All Students | 23% |
| Female | 26% |
| Male | 21% |
| Black, non-Hispanic | 26% |
| Asian/Pacific Islander | n/a |
| Hispanic | 17% |
| Native American | n/a |
| White, non-Hispanic | n/a |
| Economically disadvantaged | 22% |
| Disabled | 8% |
| Limited or not English proficient | 13% |
| All Students | 14% |
| Female | 13% |
| Male | 15% |
| Black, non-Hispanic | 21% |
| Asian/Pacific Islander | n/a |
| Hispanic | 7% |
| Native American | n/a |
| White, non-Hispanic | n/a |
| Economically disadvantaged | 14% |
| Disabled | 23% |
| Limited or not English proficient | 6% |
Source: DCPS, 2009-2010
Grade 4
| All Students | 17% |
| Female | 19% |
| Male | 15% |
| Black, non-Hispanic | 11% |
| Asian/Pacific Islander | n/a |
| Hispanic | 23% |
| Native American | n/a |
| White, non-Hispanic | n/a |
| Economically disadvantaged | 17% |
| Disabled | 0% |
| Limited or not English proficient | 0% |
| All Students | 20% |
| Female | 15% |
| Male | 23% |
| Black, non-Hispanic | 15% |
| Asian/Pacific Islander | n/a |
| Hispanic | 24% |
| Native American | n/a |
| White, non-Hispanic | n/a |
| Economically disadvantaged | 22% |
| Disabled | 0% |
| Limited or not English proficient | 4% |
Source: DCPS, 2009-2010
Grade 5
| All Students | 31% |
| Female | 47% |
| Male | 21% |
| Black, non-Hispanic | 22% |
| Asian/Pacific Islander | n/a |
| Hispanic | 41% |
| Native American | n/a |
| White, non-Hispanic | n/a |
| Economically disadvantaged | 30% |
| Disabled | 15% |
| Limited or not English proficient | 15% |
| All Students | 34% |
| Female | 29% |
| Male | 37% |
| Black, non-Hispanic | 26% |
| Asian/Pacific Islander | n/a |
| Hispanic | 42% |
| Native American | n/a |
| White, non-Hispanic | n/a |
| Economically disadvantaged | 33% |
| Disabled | 8% |
| Limited or not English proficient | 20% |
Source: DCPS, 2009-2010
Elementary School
| All Students | 23% |
| Female | 29% |
| Male | 19% |
| Black, non-Hispanic | 20% |
| Asian/Pacific Islander | n/a |
| Hispanic | 25% |
| Native American | n/a |
| White, non-Hispanic | n/a |
| Economically disadvantaged | 22% |
| Disabled | 8% |
| Limited or not English proficient | 9% |
| All Students | 22% |
| Female | 18% |
| Male | 24% |
| Black, non-Hispanic | 20% |
| Asian/Pacific Islander | n/a |
| Hispanic | 23% |
| Native American | n/a |
| White, non-Hispanic | n/a |
| Economically disadvantaged | 22% |
| Disabled | 11% |
| Limited or not English proficient | 8% |
Source: DCPS, 2009-2010
About the Tests
- In 2009-2010 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10.
- The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia.
- The different student groups are identified by Washington, D.C. Public Schools (DCPS). If there are fewer than 10 students in a particular group, results are not reported for that group.
- The goal is for all students to score at or above the proficient level.
Testing in Washington, D.C. : An Overview
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