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District presents longitudinal EOG cohort analysis; officials flag middle‑school math and multilingual learner gaps
Summary
District staff presented a longitudinal cohort analysis of EOG and BOG results showing mixed year‑to‑year trends and highlighting gaps for multilingual learners and in middle‑school math.
Dr. Diane Vilwalk presented a new longitudinal analysis of end‑of‑grade (EOG) and beginning‑of‑grade (BOG) test results to the Chapel Hill‑Carrboro City Schools Board, showing mixed cohort trends, higher aggregate proficiency than state peers in many groups, and persistent gaps for multilingual learners and some Black and Latinx cohorts.
Vilwalk described the analysis method: it traces cohorts of students with test records across multiple years and compares district cohort scores with statewide lines on the same grade‑level tests. She said data showed a substantial jump between the third‑grade BOG and the third‑grade EOG in reading, evidence of learning during the third‑grade year. She also flagged complexity in…
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