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Spending $29,349 per student, Washington D.C. school students are 83 percent NOT proficient in reading

By Catholic Online (NEWS CONSORTIUM)
5/16/2014 (3 years ago)
Catholic Online (https://www.catholic.org)

U.S. government failing families in preparing young people for society

Is one of America's biggest faults throwing money at a problem? In one sad instance, the answer is yeas. Public schools in Washington, D.C. spent $29,349 per pupil during the 2010-2011 school year. However, according to data from National Center for Education Statistics, a full 83 percent of the eighth graders in these schools were not \"proficient\" in reading and 81 percent were not \"proficient\" in math.

Some experts argue it is unfair to compare, Washington, D.C., a single city, with an entire state. However, D.C. also does not compete well against other big cities.

Some experts argue it is unfair to compare, Washington, D.C., a single city, with an entire state. However, D.C. also does not compete well against other big cities.

Highlights

By Catholic Online (NEWS CONSORTIUM)
Catholic Online (https://www.catholic.org)
5/16/2014 (3 years ago)

Published in U.S.

Keywords: Washington, D.C., math and reading, public schools


LOS ANGELES, CA (Catholic Online) - Politicians on all sides of the spectrum have pushed for more federal involvement in education and more federal spending on education. It seems that the U.S. government has failed the families who sent their children to these schools.

In both Washington, D.C. and Mississippi, test scores were grim. The National Center for Education Statistics along with the National Assessment of Educational Progress, tests were scored on a scale of 500, and student achievement levels are rated as "basic," "proficient" and "advanced."

Starvation never takes a vacation --

Students nationwide took NAEP reading and math tests last year. When the center listed the scores of public-school eighth graders in the 50 states and the District of Columbia, D.C. came in last in both subjects.

D.C. eighth graders scored an average of 248 out of 500 in reading, and Mississippi finished next to last with an average of 253.

It was determined that 17 percent of D.C. 8th graders rated "proficient" or better in reading. In Mississippi, it was 20 percent.

Some experts argue it is unfair to compare, Washington, D.C., a single city, with an entire state. However, D.C. also does not compete well against other big cities.

The scores of students from charter schools were removed and the average reading score for D.C. public school eighth-graders dropped to 245, below the national large-city average of 258, and tied D.C. with Fresno for seventeenth place among the 21 big cities.

In math, minus the charter school students, D.C. public-school eighth graders earned an average score of 260, below the national large-city average of 27. This put D.C. in a tie for sixteenth place, this time with Fresno and Baltimore.

New York City Public Schools ranked second among these large cities, spending $23,996 per pupil. That was $5,353 - or about 18 percent - less than the $29,349 the D.C. public schools spent.

Where did the money go at D.C. public schools?

Among other things, they spent $10,584 per pupil on "instruction," which "encompasses all activities dealing directly with the interaction between teachers and students."

Then they spent $5,487 on "capital outlays," which includes "the acquisition of land and buildings; building construction, remodeling," etc.

Then they spent $2,321 on "operation and maintenance," which includes "salary, benefits, supplies, and contractual fees for supervision of operations and maintenance," etc.

There was also $2,124 spent on "interest on school debt."

Then they spent $1,613 on "instructional staff," $1,546 on "school administration," $1,404 on "student transportation," $1,208 on "student support," $866 on "general administration," $761 on "food services," $450 on "other support services."

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Pope Francis Prayer Intentions for APRIL 2018
For those who have Responsibility in Economic Matters.
That economists may have the courage to reject any economy of exclusion and know how to open new paths.


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