2021 CA Exemplary Arts Education Awards + Accessing Educational Data - Year 2021 (CA Dept of Education)

2021 CA Exemplary Arts Education Awards - Year 2021 (CA Dept of Education)

State Superintendent Tony Thurmond Announces 2021 California Exemplary Arts Education Awards

SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond today announced that 33 California schools were selected for the California Exemplary Arts Education Award.

These schools engage students in quality arts education that meet California Arts Standards for Public Schools (Arts Standards) and demonstrate progress on indicators on the California School Dashboard. The awards are designed to celebrate successful efforts to engage students in arts through exposure to a variety of disciplines.

“This year has been especially challenging for our students and schools, but I commend these schools for recognizing that this is a time when the arts are more critical than ever,” State Superintendent Thurmond said. “These schools excelled in providing quality arts education, despite all the obstacles presented by distance learning. It is with great pleasure we honor these schools for their steadfast dedication to arts education that plays a powerful role in supporting wellness, bridging social divides, and expanding creativity and critical thinking in our students.”

Schools recognized as Exemplary Arts Education Awardees represent a broad cross-section of educational delivery models, including traditional comprehensive elementary schools, magnet schools, and district and independent charters. These schools serve diverse demographic populations of varying sizes, from a 2,700-student urban school to a 250-student rural school. Some schools serve primarily Title I students from lower socio-economic circumstances, and others serve suburban populations with strong district and community financial support.

In addition to meeting the Arts Standards and Dashboard eligibility criteria, to apply to be recognized as an Exemplary Arts Awardee, schools must offer sequenced instruction to all students in a minimum of three of the five arts disciplines identified in the Arts Standards: Dance, Media Arts, Music, Theatre, and Visual Arts. They must also show one level of improvement for at least one student subgroup in one of the following three areas based on the Dashboard: School Climate, in the area of Suspension Rate; Student Engagement, in the area of Chronic Absenteeism or Graduation Rate; Academic Achievement, in the area of English Language Arts, Mathematics, or College and Career Readiness.

These California Exemplary Arts Education Schools, along with California Distinguished Schools, National Blue Ribbon Schools, and recipients of California Department of Education (CDE) recognition programs, will be honored virtually later this year. For more information, please visit the CDE California School Recognition Program web page.

2021 California Exemplary Arts Education Awards

• Arcata High School, Northern Humboldt Union School District
• ArTES Magnet-Arts Theatre and Entertainment School, Los Angeles Unified School District
• Balboa High School, San Francisco Unified School District
• Burbank High School, Burbank Unified School District
• California School of the Arts San Gabriel Valley, Duarte Unified School District
• Cesar Chavez High School, Stockton Unified School District
• Claremont High School, Claremont Unified School District
• Champs Charter High School of the Arts, Los Angeles Unified School District
• Contra Costa School of Performing Arts, Contra Costa County Office of Education
• Culver City High School, Culver City Unified School District
• David Starr Jordan Middle School (Delores Huerta Middle School), Burbank Unified School District
• Fullerton Union High School, Fullerton Joint Union High School District
• Granite Hills High School, Apple Valley Unified School District
• ICEF View Park Preparatory Charter High School, Los Angeles Unified School District
• John Burroughs High School, Burbank Unified School District
• Katherine L Albiani Middle School, Elk Grove Unified School District
• LAUSD 32nd Street School/USC MediaArts&Engineering Magnet School, Los Angeles Unified School District
• Lincoln High School, Western Placer Unified School District
• Luther Burbank Middle School, Burbank Unified School District
• Marysville Charter Academy for the Arts, Marysville Joint Unified School District
• Marshall Fundamental Secondary School, Pasadena Unified School District
• Oakland School for the Arts, Oakland Unified School District
• Orange County School of the Arts, Orange County Department of Education
• Ramón C. Cortines School of Visual and Performing Arts, Los Angeles Unified School District
• Reginald M. Benton Middle School, Norwalk-la Mirada Unified School District
• Renaissance Arts Academy, Los Angeles Unified School District
• San Diego County Office of Education, Juvenile Court and Community Schools
• San Diego School of Creative and Performing Arts, San Diego Unified School District
• Santa Susana High School, Simi Valley Unified School District
• Sierra Preparatory Academy, Santa Ana Unified School District
• The School of Arts and Enterprise, SBE-The School of Arts and Enterprise
• Valley View High School, Moreno Valley Unified School District
• Windsor High School, Windsor Unified School District

# # # #

Tony Thurmond — State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

Accessing Educational Data

Accessing Educational Data

Obtain data collected by the California Department of Education (CDE), including enrollment data, demographic and student group data, staff data, school and district accountability, statewide assessment results, and directory information.

Overview

About CDE's Educational Data
Information about accessing data collected by the California Department of Education (CDE), including publicly available data, data-related communications, submitting research data requests, and data retention.

Data Reports and Files

DataQuest
DataQuest is the CDE's web-based data reporting system for publicly reporting information about California’s students, teachers, and schools. DataQuest provides meaningful data and statistics about California's K-12 public educational system that supports a wide variety of informational, research, and policy needs. Summary and detailed data reports are available for multiple subject areas at the school, district, county, and state levels.

Data Reports By Topic
Data reports about California's students, teachers, and schools by topic area, including enrollment, assessment and accountability, English learners, foster youth, free or reduced-price meal, graduates and dropouts, and staff and course data.

Downloadable Data Files
Downloadable files about California's students, teachers, and schools by topic area, including enrollment, assessment and accountability, English learners, foster youth, free or reduced-price meal, graduates and dropouts, and staff and course data.

Additional Resources

California School Directory
Information about California public schools, private schools, non public nonsectarian schools, school districts, and county offices of education.

CDE Educational Statistics - CalEdFacts
CalEdFacts is a compilation of educational statistics and information on a variety of issues concerning education in California. This includes the Fingertip Facts on Education in California web page, which provides various statistics about California's public schools and districts.

Data Requests
Information about how to request data that are not publicly available on the CDE website (e.g. DataQuest, the California School Dashboard, the CAASPP Test Results web page, or through the information provided on the Data Reports and Downloadable Files web page).

Geographic Information System (GIS)
Information about the use of Geographic Information System (GIS) in the visualization and analysis of educational data.

Ed-Data
Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team/California School Information Services (FCMAT/CSIS) designed to offer educators, policy makers, the legislature, parents, and the public quick access to timely and comprehensive data about K-12 education in California.

Federal Data Resources
Information about data collected and publicly reported by the United States Department of Education, including information provided by the National Center for Educational Statistics (NCES) and the Civil Rights Data Collection (CRDC).

Questions: Data Reporting Office | dro@cde.ca.gov | 916-327-0219 

Accessing Educational Data

ANDRE M. PERRY: Standardized tests aren’t the problem, it’s how we use them - Brookings

Standardized tests aren’t the problem, it’s how we use them

Standardized tests aren’t the problem, it’s how we use them

Education Secretary Miguel Cardona is refusing to back down on a federal requirement that states must administer standardized tests this year, although a letter to state leaders from the Department of Education last month said that states will have flexibility on how to apply results. States concerned about the safety of administering a test during a pandemic may implement shortened versions of assessments.

This relief from the hammer of accountability, if not from the tests themselves, has gotten a mixed reception from anti-testing advocates, school leaders, and teachers who are still trying to ready schools for face-to-face learning. They’re right: Greater accountability and standardized testing won’t give students the technology they need, give teachers the necessary PPE to stay safe, or give families the income to better house and feed themselves during the pandemic so that kids can focus on learning. And if there was ever a time to see how misguided our accountability systems are in relation to addressing root causes of achievement disparities, it’s now.

On its face, relieving students, teachers, and families from the grip of test-based accountability makes sense. We know student achievement, particularly in low-income schools and districts, will dip due to circumstances related to the pandemic and social distancing. We know the source of the decline.

And we currently use standardized tests well beyond what they were designed to do, which is to measure a few areas of academic achievement. Achievement tests were not designed for the purposes of promoting or grading students, evaluating teachers, or evaluating schools. In fact, connecting these social functions to achievement test data corrupts what the tests are measuring. In statistics, this is called Campbell’s Law. When a CONTINUE READING: Standardized tests aren’t the problem, it’s how we use them

Statement from Sec of Education Miguel Cardona regarding NAEP 2021 School Survey + Biden-Harris Administration to Announce Actions to Help Schools Reopen Safely U.S. Department of Education @ed.gov

Statement from U.S Secretary of Education Miguel Cardona regarding NAEP 2021 School Survey | U.S. Department of Education

Statement from U.S Secretary of Education Miguel Cardona regarding NAEP 2021 School Survey

Contact:   Press Office, (202) 401-1576, press@ed.gov

“Today’s findings from the National Center for Education Statistics show encouraging early progress in states and communities’ efforts to reopen schools safely and quickly. As of February, 76% of schools were open for full-time or hybrid learning. While schools continue to show us what’s possible as they work to open their doors and meet students’ needs, we know that we still have a lot of ground to go. Data from January show there were critical gaps in access to in-person instruction, particularly for communities of color and students disproportionately impacted by the COVID-19 pandemic.

“At the Department of Education, we are committed to working with schools all across the country to get them reopened quickly and safely and to build confidence among families and educators. We owe it to our students - especially students in underserved communities and students with disabilities  - to get all our schools opened safely and to meet the social, emotional, mental health, and academic needs of all students. Between the critical funds allocated from the American Rescue Plan and the bold initiatives this Department is putting forward, I am confident that we can bridge the gaps that the COVID-19 pandemic has exacerbated and build a better educational system for all of our students.”

Statement from U.S Secretary of Education Miguel Cardona regarding NAEP 2021 School Survey | U.S. Department of Education

Biden-Harris Administration to Announce New Actions to Help Schools Reopen Safely and Meet Students’ Needs | U.S. Department of Education - https://www.ed.gov/news/press-releases/biden-harris-administration-announce-new-actions-help-schools-reopen-safely-and-meet-students%E2%80%99-needs

How the U.S. Department of Education is Helping Schools Reopen Safely and Meet the Needs of Students | U.S. Department of Education - https://www.ed.gov/news/press-releases/how-us-department-education-helping-schools-reopen-safely-and-meet-needs-students

A long-awaited federal survey highlights challenges ahead for schools - Chalkbeat

A long-awaited federal survey highlights challenges ahead for schools - Chalkbeat

The federal government finally has data on schooling during COVID. Here are 3 key takeaways.

The federal government has released its first, long-awaited snapshot of schooling during the pandemic.

A newly released federal survey shows that a huge swath of American school children — particularly students of color — were still learning remotely in January. Of those students, a small but substantial share were getting little or no live instruction from a teacher.

The information was collected as part of President Biden’s push to get more schools reopened for in-person learning. The Trump administration had rejected the idea of such national recordkeeping.

The survey questions were given to a representative set of schools in 44 states serving either fourth or eighth grade. The data will be updated monthly through July.

In the months since schools answered these questions, more school buildings have opened as COVID case rates have fallen. A more recent estimate suggests that 80% of students now have access to in-person instruction.

But the federal survey highlights two major, continuing challenges facing school officials: the fact that tens of millions of students have received virtual instruction for months, and have missed out on learning and crucial support, and the continued reluctance of some families to return for in-person instruction, even when it’s available.

“We have a huge and long road of recovery and restoring instructional support to CONTINUE READING: A long-awaited federal survey highlights challenges ahead for schools - Chalkbeat

CURMUDGUCATION: The Trouble With Data

CURMUDGUCATION: The Trouble With Data

The Trouble With Data

Yesterday the Atlantic published an exceptionally helpful piece in the Science section by Robinson Meyer and Alexis C. Madrigal that offers some excellent explanation of why the nation has dropped the data ball for this pandemic. It's a good read from that perspective. But for education folks, there's more.

In the body of the article, Meyer and Madrigal share some observations about data, and the problems with data-driven anything; these points are important, and should be emblazoned on the office door of every data-driven follow-the-science policy maker and administrator in the country.

1. All data are created; data never simply exist.

Before March 2020, the country had no shortage of pandemic-preparation plans. Many stressed the importance of data-driven decision making. Yet these plans largely assumed that detailed and reliable data would simply … exist. They were less concerned with how those data would actually be made.

Here come the data

Data have to come from somewhere. They have to be created, and then they have to be interpreted. Anyone who assumes that the data are good simply because they exist--well, that's a terrible assumption. Every step pf the data-creation chain, from the testing instrument, to scoring, to score conversion, to interpretation of the score--all of that should be questioned and examined and then questioned again.

But in our high stakes testing era, that has not happened (nor is it happening now). When the state says, "22% of your students are below basic in reading non-fiction," that's not a figure that descended from heaven in a burning memo. It's a number that was created, and everyone ought to be asking how it was created. Starting with a CONTINUE READING: CURMUDGUCATION: The Trouble With Data

Parents: Two ways to ask about your students’ data. | Parent Coalition for Student Privacy

Parents: Two ways to ask about your students’ data. | Parent Coalition for Student Privacy

PARENTS: TWO WAYS TO ASK ABOUT YOUR STUDENTS’ DATA.

Parents, help fill in this FERPA Project Map for the folks at The Student Data Privacy Project.

https://www.studentdataprivacyproject.com/ferpa-project-map

1. This FERPA Map project

is sponsored by our friends at the The Student Data Privacy Project.  Their goal is to highlight the shortcomings of FERPA with regard to protecting student privacy. They state, “We would love to have parents in all 50 states send a letter to their District requesting their child’s data.”  You can click on their website here to request their  FERPA template  letter.  When you send your letter to your district, please copy us, info@studentprivacymatters.org  on your emails to your district. 

2. It’s time we KNOW what data these edtech apps are collecting and how they are being used. 

We at the Parent Coalition for Student Privacy launched our own App Survey in January, for Data Privacy Day 2021. We are researching which edtech apps schools are asking students to use and whether they are sufficiently protective of children’s privacy.  You can take our App Survey here.  

Please let us know what online apps and programs your district or school is using, and check to see if they have been transparent about their privacy policies.  Your name and district will be kept confidential. Thank you to the MANY parents and educators who have already completed this App Survey.  Please continue to share and we will let you know the results soon.  If you have any questions or concerns, please feel free to email us at info@studentprivacymatters.org  

 Parents: Two ways to ask about your students’ data. | Parent Coalition for Student Privacy

NYC DOE releases Class Size Data three months late & it appears highly inaccurate | Class Size Matters

NYC DOE releases Class Size Data three months late & it appears highly inaccurate | Class Size Matters | A clearinghouse for information on class size & the proven benefits of smaller classes

NYC DOE releases Class Size Data three months late & it appears highly inaccurate

By law, the DOE is supposed to report on class sizes twice a year, the first time on Nov. 15 and then again on Feb. 15.  We had heard from parents of egregiously large classes sizes this fall for many students engaged in remote learning of sixty students or even more, either full-time or part-time. See articles in NY Post, WSJ and Gothamist about this issue.

So we realized it would be important for the DOE to report on disaggregated class sizes, i.e. in-person, vs. full-time remote, vs. part-time remote for blended learning students.  On Oct. 28, Council Member  Mark Treyger, chair of the Education Committee sent a letter to DOE, urging them to make the legal deadline of Nov. 15 and provide the disaggregated data. His letter is here  which a Chalkbeat article reported on.

At a press conference on Oct. 26, Chancellor Carranza said that schools had been reporting attendance to DOE in “literally three buckets of attendance every single day“: in-person classes, remote blended learning classes, and full-time remote classes.  So reporting the class size data in these three separate categories should not have been difficult for them to do.

Yet on November 16, Karin Goldmark of the DOE  responded to CM Treyger’s letter, to say they would CONTINUE READING: NYC DOE releases Class Size Data three months late & it appears highly inaccurate | Class Size Matters | A clearinghouse for information on class size & the proven benefits of smaller classes

Education Research Report: New Digest of Education Statistics

Education Research Report: New Digest of Education Statistics

New Digest of Education Statistics

 

Today, NCES released the Digest of Education Statistics, a comprehensive statistical reference for all levels of education in the United States. Topics include educational attainment, finances, federal funds for education, libraries, and international comparisons. The Digest also includes data on the number of schools, colleges, teachers, students, and graduates. Key findings include the following: Total public elementary and secondary school enrollment was projected to reach 56.3 million in 2019. About 50.6 million of these students were enrolled in public elementary and secondary schools and 5.7 million were enrolled in private elementary and secondary schools. Between 2000 and 2018, the status dropout rate declined from 10.9 to 5.7 percent.* During this period, the status dropout rate for Black 16- to 24-year-olds declined from 13.1 to 5.8 percent and the rate for Hispanic 16- to 24-year-olds declined from 27.8 to 9.0 percent. Fall enrollment in degree-granting postsecondary institutions was 3 percent higher in 2018 (19.6 million) than in 2008 (19.1 million). However, enrollment decreased by 7 percent between 2010 (21.0 million) and 2018. From fall 1976 to fall 2018, the percentage of Hispanic students rose from 4 to 20 percent of all U.S. residents enrolled in degree-granting postsecondary institutions, the percentage of Black students rose from 10 to 13 percent, and the percentage of Asian/Pacific Islander students rose from 2 to 7 percent. During the same period, the percentage of White students fell from 84 to 55 percent. Among 25- to 29-year-olds, the percentage who had completed at least high school increased from 89 to 94 percent between 2009 and 2019, and the percentage who had completed a bachelor’s or higher degree increased from 31 to 39 percent. *The status dropout rate is the percentage of 16- to 24-year-olds who have not completed high school and are not enrolled in school. Education Research Report: New Digest of Education Statistics

Big Data on Learning Loss Is Not the Point: Teachers Know How to Use Formative Assessments to Guide Their Work with Each Child | janresseger

Big Data on Learning Loss Is Not the Point: Teachers Know How to Use Formative Assessments to Guide Their Work with Each Child | janresseger

Big Data on Learning Loss Is Not the Point: Teachers Know How to Use Formative Assessments to Guide Their Work with Each Child

Recently on the news, I heard an education researcher discussing the importance of using standardized tests to measure something called “learning loss” across racial, ethnic, and regional groups of children during the pandemic.

Like so many others, this so-called expert made the for case for reinstating—this spring during the pandemic—the standardized testing prescribed by the federal government in No Child Left Behind (NCLB) and the Every Student Succeeds Act (ESSA). Ignoring the impossibility of collecting valid and reliable data and the impracticality of even of trying to administer the tests when some students are learning online and others attending in-person classrooms, this person pretended Miguel Cardona, the new education secretary, can merely require the tests and they will happen.  She implied that the mandated tests in two subjects, basic language arts and math, will inform teaching once students come back to school even though we know that teachers do not receive scores for months and the data they receive will not contain information about the particular questions students get right or wrong. And she didn’t mention that even if a teacher did know exactly how a student marked any particular multiple choice answer, it would tell the teacher nothing about that student’s thinking.

Then this specialist who wanted to measure “learning loss” reinforced the notion that the collection of national data would enable the federal government and the states to invest in the schools where children are farthest behind. Advocates for standardized testing this spring often justify the need for testing during the pandemic as a way to drive investment in schools, as though investing in schools where children are farther behind has ever been the result of CONTINUE READING: Big Data on Learning Loss Is Not the Point: Teachers Know How to Use Formative Assessments to Guide Their Work with Each Child | janresseger

About That JAMA Article on COVID Transmission and Reopening Schools | deutsch29: Mercedes Schneider's Blog

About That JAMA Article on COVID Transmission and Reopening Schools | deutsch29: Mercedes Schneider's Blog

About That JAMA Article on COVID Transmission and Reopening Schools

On January 26, 2021, the Journal of the American Medical Association (JAMA) published this “viewpoint” regarding COVID-19 and in-poerson school attendance, entitled, “Data and Policy to Guide Opening Schools Safely to Limit the Spread of SARS-CoV-2 Infection.”

It seems that in the press, the conclusion of this study has been reduced to the convenient byte, “there has been little evidence that schools have contributed meaningfully to increased community transmission.” Thus, it seems that many are quick to say, “There you have it. Science says COVID-19 is not a problem at schools, so reopen school, period.”

Not so fast.

The JAMA article, which includes links to a number of studies of COVID-19 spread in school compared to community, both in the US and in other countries, also includes the following information about COVID-19 spread:

While these data are encouraging overall, large outbreaks have occurred with apparent transmission in schools. In Israel, within 2 weeks of schools reopening in mid-May 2020, a large high school outbreak occurred when 2 students with epidemiologically unrelated infections attended classes while mildly symptomatic.Testing of more than 99% of at-risk students (n = 1164 eligible; 1161 tested) and staff (152 eligible; 151 tested) identified 153 and 25 cases of SARS-CoV-2 infection, respectively (attack rates of 13.2% and 16.6%). Contributing factors to this outbreak included crowded classrooms with insufficient physical distancing (eg, student density in classrooms exceeded recommended values), exemption from face mask use, and continuous air conditioning that recycled interior air in closed rooms during a heat wave.

And: CONTINUE READING:  About That JAMA Article on COVID Transmission and Reopening Schools | deutsch29: Mercedes Schneider's Blog

CURMUDGUCATION: More Absurd Learning Loss Data + Update: How Pandemic School Is Going In One Rural Area

CURMUDGUCATION: More Absurd Learning Loss Data

More Absurd Learning Loss Data

Pandemic education has featured a great deal of chicken littling about "learning loss" that is largely ridiculous. Test manufacturers and folks in test-adjacent edu-biz endeavors are selling the picture of students as buckets and education as water, and now the education is just leaking out at a rate so alarming that it's kind of amazing that people have not turned into drooling couch potatoes once they've been out of school for a decade.

NWEA's report from last April is oft-cited, along with its sexily simply assertion that students will learn days and months of learning. That's baloney, and what it really means is that the folks at NWEA are guessing that test scores will probably go down X points. And if that isn't enough evidence this was a nothingburger, note that in November NWEA announced that their guesstimate had turned out to be over-stated.

But the learning loss drama continues, with Hechinger Report this week emailing links to some research from Amplify (motto: "Trying to make a buck off education since 2000), launched by Rupert Murdoch, later sold to Joel Klein after the company failed to make a killing with their flawed school CONTINUE READING: CURMUDGUCATION: More Absurd Learning Loss Data

Update: How Pandemic School Is Going In One Rural Area

I've been reporting periodically on how pandemic school is going in my own rural/small town county. Since nobody is doing any kind of systematic large-scale tracking of which schools are doing what and how it's going, I'm just throwing one more batch of data into the general big-city-dominated noise (here's the most recent post on the subject, from the beginning of November).

Numbers have continued to climb here, though deaths are still relatively low. The four local districts moved to save winter sports season, so basketball and even wrestling have been going on scholastically. In Pennsylvania we experienced a tightening of the rules around the holidays, but now they're loosened and restaurants are operated at limited capacity again. 

A couple of local school districts (there are four) mostly decided to go back to full face-to-face at the beginning of the second semester last week, while the others remained hybrid and anticipated going full face to face in a week or two. That plan lasted a couple of days, until it turned out that a cafeteria worker at my old high school had tested positive for covid. That triggered a two day shut down, but while that shutdown was happening, more positive cases turned up and now the school CONTINUE READING: Update: How Pandemic School Is Going In One Rural Area

New studies provide more info for in-person school and community spread

New studies provide more info for in-person school and community spread

PROOF POINTS: Two new studies point to virus thresholds for in-person school

Researchers looked at hospitalization and coronavirus case rates

Two new studies on whether to keep schools open during the coronavirus pandemic come to strikingly similar conclusions: it’s not a simple yes or no. Instead, there are public health thresholds that can indicate when in-person classes are safe. 

The similarity in the results is striking considering that the research teams used different data and took different approaches to crunching the numbers.

“The fact that it seems safe [to open schools] in some places but perhaps not in others isn’t surprising,” said Tulane University economist Douglas Harris, a researcher on one of the studies. “Schools should spread the virus less in places where there is less of it to spread.”

Harris’s study, released on Jan. 4, looked at every 2020 school opening in the country through the fall and tracked how many people in each county landed in the hospital because of COVID-19 for the following six weeks. Harris and two Tulane health researchers found that school openings didn’t add to the number of people in the hospital, as long as the COVID-19 hospitalization rate was below 36 to 44 people per 100,000 residents per week CONTINUE READING: New studies provide more info for in-person school and community spread

Education Matters: DCPS is either deceptive or incompetent about COVID numbers and either is unacceptable.

Education Matters: DCPS is either deceptive or incompetent about COVID numbers and either is unacceptable.

DCPS is either deceptive or incompetent about COVID numbers and either is unacceptable.

There have been 7236 cases of pediatric COVID in Duval; of that, only 519 have made DCPS's dashboard. (see the links below). Absolutely nothing DCPS says can be taken seriously. Either their deception or incompetence is unacceptable.

Now I want to be fair the COVID Dashboard didn't even exist until August, so cases from April to them wouldn't make the dashboard. Likewise, the board doesn't include charter, homeschool, or just not in school kids. That being said, DCPS would have us believe that from August to today, as the pandemic has raged out of control, it's only affected, 519 students? I call bull sh*t.

Teachers have told me all year long that they know students who have had it, but they don't hear it from the school or see it on the dashboard. They hear it from the kids or families.

This is reckless and deceptive, and if the district doesn't know it, then they should.     

Pediatric cases in Florida by county.

http://ww11.doh.state.fl.us/comm/_partners/covid19_report_archive/pediatric-reports/pediatric_report_latest.pdf?fbclid=IwAR1mGVpbTy_uGt6GL9hnUoVfseYW9Z0nTttSvswBNImjF6gODK7Sbvye4ic

DCPS Covid Dashboard

https://c19sitdash.azurewebsites.net/

Education Matters: DCPS is either deceptive or incompetent about COVID numbers and either is unacceptable.

Education Matters: Nothing the FLDOE does should be taken seriously. - https://jaxkidsmatter.blogspot.com/2021/01/nothing-fldoe-does-should-be-taken.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+blogspot/iYxgC+(Education+Matters)