Frequently Asked Questions


If I’m viewing data by “grade level & assessment” what is included? For example, if I am reviewing results from the “grade 7” assessment, am I seeing how all 7th graders performed?

Students in DC are expected to take the statewide assessment in English Language Arts and Mathematics in grades 3-8 and once in high school. Students in 7th or 8th grade may take advanced mathematics courses (e.g., Algebra I, Geometry) and would therefore take the assessment aligned to that course content rather than the grade level assessment. Data on this website is reported by the assessment type, not the enrolled grade of the student (see detailed explanations below). If you are interested in reviewing how all students enrolled at a particular grade level performed, please visit www.osse.dc.gov/parcc for more options to view or combine data in different ways.

  • Grades 3-8: Includes results for grades 3-8 assessments. For math, does not include results for students who took an advanced math course assessment in middle school.
  • Grade 3: Includes results for students enrolled in grade 3 who took the grade 3 assessment.
  • Grade 4: Includes results for students enrolled in grade 4 who took the grade 4 assessment.
  • Grade 5: Includes results for students enrolled in grade 5 who took the grade 5 assessment.
  • Grade 6: Includes results for students enrolled in grade 6 who took the grade 6 assessment.
  • Grade 7: Includes results for students enrolled in grade 7 who took the grade 7 assessment. For math, does not include results for students who took an advanced math course assessment in middle school.
  • Grade 8: Includes results for students enrolled in grade 8 who took the grade 8 assessment. For math, does not include results for students who took an advanced math course assessment in middle school.
  • Algebra I: Includes results for Algebra I as a required assessment. Includes students who took Algebra I in place of a grade 7 or grade 8 math assessment.
  • Algebra II: Includes results for Algebra II as a required assessment. Includes students who took Algebra II as a required assessment in high school (due to taking Geometry or Integrated Math II in middle school).
  • Integrated Math II: Includes results for Integrated Math II. Note: some schools choose to offer an integrated math sequence in advanced/high school courses (i.e., Integrated Math I, Integrated Math II, and Integrated Math III), rather than the traditional math sequence of Algebra I, Geometry, and Algebra II. In aggregate, the integrated courses cover all of the same standards as the traditional courses, but in a different sequence.
  • Geometry: Includes results for high school assessments. If a student took a high school assessment while enrolled in middle school, results would be included here.
  • Grades 9-12: Includes results for HS assessments. If a student took a high school assessment while enrolled in middle school, results would be included here.
  • English II: Includes results for English II, which is typically taken in grade 10.

Why might I see figures that refer to the same data point but appear slightly differently on various sections of the website?

All percentages on results.osse.dc.gov are rounded to the nearest whole number. For the metrics that combine the proficiency rates of multiple performance levels (e.g., percentage at levels 4 or above (4+) or percentage at levels 3 or above (3+), the rounded rates are based on the underlying data, not the rounded percentages of performance at each level. Therefore, if you sum the rounded percentages to calculate or check the combined rate, the data as presented on the website may not equal the rounded sum from the actual data.

For example, the chart below shows the counts and percentages of students who scored Level 4, Level 5, and Level 4+ on the PARCC assessment. Looking at the total number of valid test takers at each level and the total number of test takers, you can see the 24.4% of students scored 4+ on the PARCC assessment, which rounds down to 24% for the reported value. If, however, you look at the percentages of students who scored Level 4 and Level 5 on the PARCC for the same school, subgroup, grade, and subject, you get 21.6% (which rounds to 22%) and 2.8% (which rounds to 3%), respectively. If you then try to sum the rounded percentages, you get 25%.

Metric total valid test takers Actual percentage of valid test takers at level Reported Percentage
PARCC Percent Level 4 500 21.6% 22%
PARCC Percent Level 5 500 2.8% 3%
PARCC Percent Level 4+ 500 24.4% 24%

What are the minimum n-sizes required for data to be displayed on this website?

For the achievement results, data will only be reported where the number of valid test takers in a given group is at least 25. For the participation results available on www.osse.dc.gov/parcc, data will only be reported where the number of eligible participants is at least 40. Data that have been suppressed due to these rules will be represented with a ‘DS’ (data suppressed). OSSE uses n-sizes to protect information from being personally identifiable.

What other rules apply for data to be displayed on this website?

This website also follows DC’s accountability reporting rules:

  • Students must be enrolled for the Full Academic Year (FAY) to be counted for performance calculations, meaning they were enrolled: (1) on the date of the enrollment audit, (2) on March 28, 2016, and (3) 85% of the time in between those dates.
  • Students with FAY='School' will be included in school, LEA, and the state level reporting. Students with FAY='LEA' will be included in LEA and the state level reporting. Students with FAY='State' will be included in state level reporting only. Students with FAY='None' will not be included in accountability reporting at any level.
  • Only students with valid scores will be included in accountability reporting. Students who earned summative scores but who took off-grade tests will be excluded from accountability reporting (e.g., students enrolled in grade 4 who took the grade 3 mathematics test would be excluded from accountability reporting).
  • Recently arrived Limited English Proficient/English Language Learner (LEP/ELL) students first enrolled in U.S. schools within 12 months are not included in accountability reporting.
  • Students who take optional high school assessments are not included in accountability reporting. The required high school assessments are Geometry or Integrated Math II or English II. For students who take Geometry or Integrated Math II prior to high school, the required high school mathematics assessment is Algebra II. Other assessments that a student may take in high school – Algebra I, Integrated Math I, Integrated Math III, English I, or English III are optional and not included in accountability reporting.
  • High school students who previously took either the 10th grade DC CAS assessment or a required high school PARCC or MSAA assessment in 2014-15 are not included in accountability reporting.
  • For the English anguage learner and special education subgroups, students who exited LEP/ELL or special education status within the past two years are included in performance reporting for that subgroup.

I'm reviewing the results of a school that is the only school in the LEA, but find the data look different when I view the LEA level versus the school level, why?

Results at the LEA level include students who attend a non-public school but are enrolled in and therefore attributed to a responsible LEA. Such results would not be included in school-level aggregations. DC children and youth with qualifying developmental delays and disabilities, ages 3-21, are entitled to a free appropriate public education in the least restrictive environment. Nonpublic school programs provide services to DC students with qualifying disabilities.

I’m seeing levels 1-5 in one section of the site and only levels 1-4 in another, plus the levels in key subject areas seem to be different. What are the different scales used?

Partnership for Assessment of Readiness for College and Careers (PARCC) performance levels are measured on a scale of 1-5, with scores of four or five indicating students are meeting or exceeding expectations, and on track for college and career readiness. Multi-State Alternate Assessment (MSAA), the alternate assessment for math and English and language arts, measures performance levels on a scale of 1-4, with scores of three and four indicating students are meeting or exceeding expectations and on track for college and career readiness.

PARCC performance levels:
Level 1: Did not yet meet expectations
Level 2: Partially met expectations
Level 3: Approached expectations
Level 4: Met expectations
Level 5: Exceeded expectations

MSAA performance levels:
Level 1: Did not yet meet expectations
Level 2: Partially met expectations
Level 3: Met expectations
Level 4: Exceeded expectations

PARCC provides information on a student performed in a subject overall as well as how a student performed on key parts of the assessment. In addition to the overall 1-5 performance levels, PARCC provides further detail on student performance on the key parts of the assessment. On this website, you can view the percent of students who exceeded, met, or nearly met expectations for key components within an assessment at the state, LEA, and school levels.

Why does Science appear as N/A on this site?

The first year DC administered a statewide operational DC Science and DC Science Alternate assessment was in the 2015-16 school year. Data will be made available on this site in the future.