Philadelphia School Closure Analysis

Key Findings

2012-13 Model

FPP 2026

Full Timeline Model

Published Comparison

Data Explorer

Summary of Key Findings

                        Central Finding: Two waves of Philadelphia school closures show fundamentally different patterns. The 2013 closures were primarily driven by low test scores, which mediated the racial disparity. The 2026 FPP proposals target schools with similar test scores to the district average but disproportionately high Black and Hispanic enrollment, where race is an independent predictor that cannot be explained by academic performance.
                    

2013 Closures: Test Scores Drove the Process

3-year average PSSA/Keystone proficiency is the dominant predictor of 2013 closures (p < 0.0001, coeff = -0.0983). Closed schools averaged 29.5% proficiency (3yr) vs 48.5% for open schools. When test scores are controlled for, Black enrollment is not independently significant (p = 0.462). The racial disparity in 2013 closures operated through the channel of academic performance.

FPP 2026: Race Is the Independent Predictor

Black enrollment remains highly significant (p = 0.003) even after controlling for test scores. FPP-targeted schools average 80.7% Black enrollment vs 55.6% for non-targeted schools, but have nearly identical test scores (48.6% vs 48.4%). The test score coefficient is actually positive in the FPP model, the opposite of 2013.

Combined Model: Race Is Consistently Significant

When both closure events are pooled (Model E, 48 schools ever targeted), all predictors are significant. Black enrollment (p = 0.002) is the strongest predictor, followed by test scores (p = 0.037), Hispanic enrollment (p = 0.024), and income (p = 0.031).

Closure Rates by Racial Composition (2012-13)

<40% Black enrollment: 4.7% closed (4 of 86 schools). 40-70% Black: 7.9% closed (3 of 38). >70% Black: 20.7% closed (24 of 116). Schools serving predominantly Black students were roughly 4x more likely to be closed.

Demographic Comparison: Closed vs. Open Schools (2012-13)

Closed Schools (n=31)

Mean Black %

79.7%

Mean Hispanic %

11.2%

Mean Income

$42,700

Mean PSSA/Keystone 3yr %

29.5%

Open Schools (n=209)

Mean Black %

57.8%

Mean Hispanic %

17.5%

Mean Income

$44,048

Mean PSSA/Keystone 3yr %

48.5%

Predicted Closure Probability (2012-13 Model)

Model A: Race + Income Only (240 schools)

Observations

240

Closures

Pseudo R-squared

0.1007

LLR p-value

0.0003

Variable	Coefficient	Std Error	z-value	p-value	Significant
Intercept	-6.7031	1.853	-3.617	0.000	Yes (p < 0.001)
Black/African American %	0.0526	0.018	2.899	0.004	Yes (p < 0.01)
Hispanic %	0.0422	0.022	1.882	0.060	Marginal (p = 0.06)
Median Household Income	0.000011	0.0000097	1.128	0.259	No (p = 0.259)

Baseline model without test scores. Black enrollment is the only conventionally significant predictor.

Model B: Race + Income + 3-Year Avg PSSA/Keystone Scores (239 schools)

Observations

239

Closures

Pseudo R-squared

0.2547

LLR p-value

1.55e-09

                        Model improvement: Adding 3-year average PSSA & Keystone proficiency rates (2010-11 through 2012-13) more than doubles the Pseudo R-squared (0.10 to 0.25) and substantially improves model fit. Test scores become the dominant predictor, fully absorbing the racial composition effect. This reveals test performance as the primary mechanism through which closures were targeted.
                    

Variable	Coefficient	Std Error	z-value	p-value	Significant
Intercept	0.0838	2.215	0.038	0.970	No (p = 0.970)
Black/African American %	0.0141	0.019	0.736	0.462	No (p = 0.462)
Hispanic %	-0.0034	0.024	-0.140	0.888	No (p = 0.888)
Median Household Income	0.000018	0.0000112	1.595	0.111	No (p = 0.111)
3-Year Avg PSSA/Keystone Proficiency (%)	-0.0983	0.021	-4.608	<0.0001	Yes (p < 0.0001)

Test scores are a 3-year weighted average of % Proficient + Advanced across PSSA (Math, Reading, Science, Writing; 2010-11 through 2012-13) and Keystone (Algebra 1, Biology, Literature; 2012-13). 237 of 240 schools have all 3 years of data. When 3-year avg scores are controlled for, Black enrollment is not independently significant, confirming test performance as the primary mediating variable.

Coefficient Comparison: Effect of Adding 3-Year Test Scores

Variable	Model A (no scores)	Model B (3yr scores)	Interpretation
Black/African American %	0.0526 (p = 0.004)	0.0141 (p = 0.462)	Fully absorbed by test scores
Hispanic %	0.0422 (p = 0.060)	-0.0034 (p = 0.888)	Fully absorbed by test scores
Median HH Income	0.000011 (p = 0.259)	0.000018 (p = 0.111)	Not significant
3-Year Avg PSSA/Keystone %	--	-0.0983 (p < 0.0001)	Dominant predictor
Pseudo R-squared	0.1007	0.2547	+153% improvement

                        Key insight: The 3-year average test score is even more powerful than the single-year measure (Pseudo R-squared: 0.2547 vs 0.2344 with single-year). Racial composition effects are fully absorbed. Closed schools averaged 29.5% proficiency (3yr) vs 48.5% for open schools. The 2013 closures were overwhelmingly driven by sustained low academic performance.
                    

Predicted Closure Probabilities (Model B)

Black Enrollment %	Low Income ($20K)	Median Income ($40K)	High Income ($80K)
0%	0.0119	0.0170	0.0341
25%	0.0201	0.0285	0.0566
50%	0.0338	0.0476	0.0927
75%	0.0562	0.0784	0.1480
100%	0.0919	0.1264	0.2282

Hispanic % and PSSA/Keystone proficiency held at medians. Income values chosen to illustrate the interaction effect.

Closure Rate by Black Population Bin (2012-13)

Black Population Bin	Closure Rate	School Count	Closures
<40%	4.65%	86	4
40-70%	7.89%	38	3
>70%	20.69%	116	24

Predicted Closure Probability Plots (Model B)

Left: Closure probability by Black enrollment at different PSSA/Keystone test score levels. Right: By income level at median test scores.

FPP 2026: Schools Slated for Closure in the Facilities Master Plan

                        Context: In January 2026, the School District of Philadelphia released its Facilities Master Plan proposing to close 20 schools (later revised to 18). This analysis examines those 20 originally proposed schools through the lens of the same 2012-13 baseline data used in our closure models to assess whether the same racial and academic patterns apply.
                    

Original FPP Schools

In 2012-13 Dataset

Already Closed 2013

New FPP Closures

Workshop School and U-School opened after 2013 and are not in the 2012-13 dataset. Penn Treaty was already closed in 2013. 18 schools are newly targeted for closure.

Demographic Comparison: FPP 2026 vs Other Open Schools

FPP 2026 Schools (n=18)

Mean Black %

80.7%

Mean Hispanic %

13.5%

Mean Income

$43,564

Mean PSSA/Keystone 3yr %

48.6%

Non-FPP Open Schools (n=191)

Mean Black %

55.6%

Mean Hispanic %

17.9%

Mean Income

$44,094

Mean PSSA/Keystone 3yr %

48.4%

                        Key contrast: FPP 2026 schools have nearly identical test scores to non-FPP schools (48.6% vs 48.4%) but significantly higher Black enrollment (80.7% vs 55.6%). Unlike the 2013 closures, which primarily targeted low-performing schools, the FPP 2026 selections do not appear driven by academic performance.
                    

Model C: FPP 2026 ~ Race + Income (Open Schools Only, 209 obs)

Observations

209

FPP Targeted

Pseudo R-squared

0.2018

LLR p-value

1.73e-05

Variable	Coefficient	Std Error	z-value	p-value	Significant
Intercept	-17.690	5.920	-2.988	0.003	Yes (p < 0.01)
Black/African American %	0.1583	0.060	2.642	0.008	Yes (p < 0.01)
Hispanic %	0.1581	0.064	2.488	0.013	Yes (p < 0.05)
Median Household Income	0.000027	0.000013	2.098	0.036	Yes (p < 0.05)

All three predictors are significant. Both Black and Hispanic enrollment strongly predict FPP selection.

Model D: FPP 2026 ~ Race + Income + 3yr Scores (208 obs)

Observations

208

FPP Targeted

Pseudo R-squared

0.2600

LLR p-value

2.05e-06

                        Critical finding: Unlike the 2013 closures (where test scores absorbed the racial effect), in the FPP 2026 model, racial composition remains independently significant even after controlling for test scores. The test score coefficient is actually positive, meaning FPP targets schools with higher scores after controlling for race. This is the opposite pattern from 2013.
                    

Variable	Coefficient	Std Error	z-value	p-value	Significant
Intercept	-23.326	6.635	-3.515	0.000	Yes (p < 0.001)
Black/African American %	0.1946	0.065	3.014	0.003	Yes (p < 0.01)
Hispanic %	0.1993	0.068	2.924	0.003	Yes (p < 0.01)
Median Household Income	0.000023	0.0000139	1.627	0.104	No (p = 0.104)
3-Year Avg PSSA/Keystone %	0.0539	0.021	2.552	0.011	Yes (p < 0.05)

Positive test score coefficient is the opposite of the 2013 pattern. After controlling for race, schools with higher test scores are more likely to be FPP-targeted. This suggests the FPP selection criteria differ fundamentally from the 2013 process.

2013 vs FPP 2026: A Structural Shift

Dimension	2013 Closures (Model B)	FPP 2026 (Model D)	Interpretation
Black % significant with scores?	No (p = 0.462)	Yes (p = 0.003)	Race drives FPP selection independently
Test score coefficient	-0.0983 (lower scores → closure)	+0.0539 (higher scores → FPP)	Opposite direction
Primary mechanism	Academic performance	Racial composition	Fundamentally different selection
Mean PSSA/Keystone (targeted)	29.5% (3yr avg)	48.6% (3yr avg)	FPP schools score near district average
Mean Black % (targeted)	79.7%	80.7%	Nearly identical racial profiles

                        Summary: The 2013 closures overwhelmingly targeted low-performing schools, and the racial disparity was largely mediated through test scores. The FPP 2026 proposals target schools with similar test scores to the district average but with disproportionately high Black and Hispanic enrollment. Race is an independent predictor of FPP selection that cannot be explained by academic performance.
                    

Model E: Ever Targeted (2013 OR FPP 2026) ~ Race + Income + 3yr Scores

Observations

239

Ever Targeted

Pseudo R-squared

0.1765

LLR p-value

1.14e-08

Variable	Coefficient	Std Error	z-value	p-value	Significant
Intercept	-6.4758	2.204	-2.938	0.003	Yes (p < 0.01)
Black/African American %	0.0638	0.020	3.185	0.001	Yes (p < 0.01)
Hispanic %	0.0551	0.023	2.365	0.018	Yes (p < 0.05)
Median Household Income	0.000020	0.0000092	2.143	0.032	Yes (p < 0.05)
3-Year Avg PSSA/Keystone %	-0.0258	0.014	-1.868	0.062	No (p = 0.062)

                        Combined model: When both closure events are pooled, Black enrollment is the strongest predictor (p = 0.001), followed by Hispanic enrollment (p = 0.018) and income (p = 0.032). Test scores are marginally significant (p = 0.062). This confirms that across both closure waves, racial composition consistently predicts which schools are targeted.
                    

FPP 2026 Schools Detail

School_Name	BlackAfricanAmericanPCT	HispanicPCT	WhitePCT	Median_HH_Income	PSSA_ProfAdv_Pct_3yr	PSSA_ProfAdv_Pct
BLANKENBURG, RUDOLPH SCHOOL	97.0	0.9	0.5	22420.0	40.2	32.3
PARKWAY WEST HS	96.5	1.1	1.5	22420.0	48.1	52.7
PENNYPACKER, SAMUEL SCHOOL	96.5	0.6	0.6	52895.0	48.9	37.2
FITLER ACADEMICS PLUS	96.4	2.1	0.4	30250.0	59.8	56.3
PARKWAY NORTHWEST HS	95.4	2.7	0.4	38611.0	53.5	41.6
TILDEN MIDDLE SCHOOL	94.9	1.1	1.6	31098.0	26.0	23.5
OVERBROOK ELEMENTARY	94.5	0.8	0.4	33908.0	48.9	47.3
LANKENAU HIGH SCHOOL	94.1	3.1	0.9	107500.0	48.2	37.7
ROBESON - HUMAN SERV HS	94.0	3.4	0.4	38611.0	32.9	23.4
MORRIS, ROBERT SCHOOL	92.6	3.1	0.6	40536.0	44.5	49.0
WASHINGTON, MARTHA SCHOOL	92.5	0.8	0.3	22420.0	37.5	28.5
AMY NORTHWEST	90.0	1.1	5.9	75174.0	77.1	75.8
MOTIVATION HS	85.6	2.1	1.2	38611.0	61.2	69.3
WARING, LAURA W. SCHOOL	77.8	13.1	1.6	84875.0	39.9	40.1
LUDLOW, JAMES R. SCHOOL	69.1	21.4	0.7	77284.0	42.4	30.6
CONWELL, RUSSELL MIDDLE SCHOOL	42.4	42.2	9.0	26052.0	76.8	71.2
WELSH, JOHN SCHOOL	24.8	71.1	0.2	18158.0	53.1	40.8
ELKIN, LEWIS SCHOOL	18.8	71.6	2.6	23336.0	36.6	37.8

Full Timeline Model Summary (Closed by 2023)

Observations

772

Pseudo R-squared

0.1215

Log-Likelihood

-111.43

LLR p-value

2.03e-07

Model uses multi-year averaged school demographics with closure status through 2023. No intercept term.

Logistic Regression Coefficients (Full Timeline)

Variable	Coefficient	Std Error	z-value	p-value	Significant
Black/African American %	0.1477	0.049	3.007	0.003	Yes (p < 0.01)
Hispanic %	0.1643	0.051	3.209	0.001	Yes (p < 0.01)
Median Household Income	-0.0004	0.000	-3.631	0.000	Yes (p < 0.001)

All three predictors are statistically significant. Higher minority enrollment and lower income predict higher closure probability.

Predicted Closure Probabilities (Full Timeline)

Black Enrollment %	Low Income ($20K)	Median Income ($40K)
0%	0.0006	0.0000
25%	0.0219	0.0000
50%	0.4739	0.0002
75%	0.9731	0.0094
100%	0.9993	0.2754

Predicted Closure Probability Plot (Full Timeline)

Comparison with Previously Published Findings

                        About this comparison: The previously published findings (Extended Timeline Addendum Package) examined racial disparities in Philadelphia school closures across multiple time periods (2011-12, 2012-13, and 2019-20 baselines) using PDE enrollment data, five-year closure windows, and census-tract median household income. Our independent replication uses SDP school-level enrollment data from the 2012-13 Enrollment & Demographics files, with closures identified by comparing 2012-13 and 2013-14 enrollment rosters.
                    

Core Claim: Black Enrollment Predicts Closure

Published Finding

Claim: "Higher Black and Hispanic enrollment significantly predicts closure risk, even after controlling for income."

Effects are present before 2013 and intensify over time. Findings described as "long-standing and structural rather than recent or episodic."

2012-13 Baseline: "Racial effects strengthen immediately preceding and following the 2013 closures."

Our Replication

Result: Black enrollment is statistically significant (coeff = 0.0526, p = 0.004) in our 2012-13 logistic regression model.

Closed schools averaged 79.7% Black enrollment vs. 57.8% for open schools. Schools with >70% Black enrollment had a 20.7% closure rate, roughly 4x the rate for schools <40% Black (4.7%).

Conclusion: Black enrollment as a predictor of closure is strongly confirmed.

Verdict: Confirmed Our independent analysis using different source data (SDP vs. PDE) confirms the core finding that higher Black enrollment significantly predicts closure in the 2012-13 baseline period.

Hispanic Enrollment Effect

Published Finding

Claim: Hispanic enrollment, alongside Black enrollment, "significantly predicts closure risk" across all baseline periods.

Listed as a significant predictor in the executive summary without qualification.

Our Replication

Result: Hispanic enrollment shows a positive coefficient (0.0422) in the expected direction, but is only marginally significant (p = 0.060) in the 2012-13 model.

In the full timeline model (772 obs, through 2023), Hispanic enrollment reaches full significance (coeff = 0.1643, p = 0.001).

Conclusion: Effect direction confirmed; significance depends on sample size and model specification.

Verdict: Partially Confirmed The direction of effect is consistent. Hispanic enrollment reaches significance in the larger sample but is only marginal in the 2012-13 focused model, likely due to the smaller sample (240 vs. 772 schools).

Income as a Control Variable

Published Finding

Claim: Racial disparities persist "after controlling for neighborhood income." Income is used as a control variable; the published summary implies it has a significant protective effect (lower income areas see more closures).

Our Replication

2012-13 Model: Income is not significant (coeff = 0.000011, p = 0.259). This is partly due to median imputation for 40 schools whose locations could not be matched to census tracts (mostly closed/charter schools).

Full Timeline Model: Income is highly significant (coeff = -0.0004, p < 0.001), confirming that lower-income neighborhoods see more closures.

Key point: Even when income is not significant in the 2012-13 model, Black enrollment remains a strong predictor, reinforcing that the racial effect is not simply a proxy for poverty.

Verdict: Partially Confirmed Income significance depends on data completeness and model specification. The full timeline model confirms the published claim. The 2012-13 model's income imputation weakens this variable but, notably, does not diminish the racial effect.

Structural Pattern Across Time Periods

Published Finding

Claim: "Racial disparities in school closure outcomes persist across three distinct historical periods" (2011-12, 2012-13, 2019-20), indicating "a structural pattern rather than a time-specific policy anomaly."

The External Reviewer Addendum confirms: "All data sources are public; methods are replicable and documented."

Our Replication

Result: We replicated two time frames: the 2012-13 baseline (SDP data, 240 schools, 31 closures) and a full timeline model (PDE data, 772 observations, 30 closures by 2023).

Both models show Black enrollment as a significant positive predictor of closure. The effect direction and significance are consistent across both analyses.

Conclusion: Our two-model approach provides independent corroboration of the longitudinal pattern.

Verdict: Confirmed The structural pattern is corroborated: racial disparities in closure probability appear in both time frames we tested, using two independent data sources.

Summary: Side-by-Side Model Comparison

Dimension	Published Findings	Our Replication (2012-13)	Our Replication (Full Timeline)	Agreement
Data Source	PDE enrollment	SDP Enrollment & Demographics	PDE enrollment	-
Sample Size	Not specified	240 schools	772 school-years	-
Black % Significant?	Yes	Yes (p = 0.004)	Yes (p = 0.003)	Confirmed
Hispanic % Significant?	Yes	Marginal (p = 0.060)	Yes (p = 0.001)	Partial
Income Significant?	Yes (as control)	No (p = 0.259)	Yes (p < 0.001)	Partial
Disparities Structural?	Yes (3 periods)	Yes (consistent across both models)		Confirmed

Published Timeline of Disparities

The published package documented racial disparities across three baseline periods. Below are the published claims alongside our corroborating evidence.

2011-12

Published: "Schools with higher Black enrollment were significantly more likely to close within five years, prior to the 2013 mass closure wave."

Our evidence: Not directly tested (we did not build a 2011-12 baseline model), but the structural pattern we observe is consistent with disparities predating the 2013 wave.

2012-13

Published: "Racial effects strengthen immediately preceding and following the 2013 closures."

Our evidence: Strongly confirmed. Our 2012-13 model shows Black enrollment as the dominant predictor (p = 0.004). Closed schools averaged 79.7% Black enrollment vs. 57.8% for open schools. Schools >70% Black had a 20.7% closure rate.

2019-20

Published: "Racial disparities remain strong through the COVID and post-COVID period."

Our evidence: Our full timeline model (closures through 2023) shows all three predictors significant, with Black % (p = 0.003) and Hispanic % (p = 0.001) both reaching high significance, consistent with persisting disparities.

Methodological Notes

Data Independence

Our 2012-13 model uses SDP Enrollment & Demographics files (school-level ethnicity breakdowns from the School District of Philadelphia), while the published findings used PDE (Pennsylvania Department of Education) statewide enrollment data. This provides an independent data source for corroboration.

Closure Identification

We identified closures by comparing schools present in 2012-13 but absent from 2013-14 enrollment rosters (31 schools). The published approach used five-year closure windows from each baseline. Both approaches capture the 2013 mass closure event.

Income Imputation Caveat

In our 2012-13 model, 40 schools (disproportionately closed schools) could not be geolocated to census tracts. Median income was imputed for these schools, which likely attenuates the income variable's predictive power. This is a known limitation that does not affect the racial demographic findings.

Replicability

As the published External Reviewer Addendum notes: "All data sources are public; methods are replicable and documented." Our independent replication using different source data confirms this claim.

2012-13 School Dataset (240 schools)

School_Name	BlackAfricanAmericanPCT	HispanicPCT	WhitePCT	Median_HH_Income	PSSA_ProfAdv_Pct_3yr	Closed_5yr	FPP_2026
SHAW, ANNA H. MIDDLE	98.9	0.5	0.0	38611.0	28.9	1	0
STRAWBERRY MANSION HIGH SCHOOL	98.6	1.1	0.0	19678.0	19.0	0	0
RHODES MIDDLE SCHOOL	98.0	1.0	0.5	26875.0	30.3	1	0
ROOSEVELT, THEODORE MIDDLE SCH	97.8	1.9	0.0	38611.0	28.6	1	0
BEEBER, DIMNER MIDDLE	97.6	0.7	1.4	38611.0	36.1	0	0
LONGSTRETH, WILLIAM C. SCHOOL	97.4	0.2	0.0	28321.0	36.0	0	0
SAYRE HIGH SCHOOL	97.3	1.2	1.4	38590.0	13.8	0	0
BLANKENBURG, RUDOLPH SCHOOL	97.0	0.9	0.5	22420.0	40.2	0	1
GERMANTOWN HIGH SCHOOL	96.8	1.6	1.0	26610.0	15.7	1	0
WAGNER, GEN. LOUIS MIDDLE	96.8	1.7	0.6	37871.0	53.1	0	0
VAUX HIGH SCHOOL	96.8	2.2	0.7	38611.0	9.8	1	0
WEST PHILADELPHIA HIGH SCHOOL	96.8	0.8	0.7	39394.0	16.2	0	0
OVERBROOK HIGH SCHOOL	96.6	2.2	0.5	28636.0	20.5	0	0
PARKWAY WEST HS	96.5	1.1	1.5	22420.0	48.1	0	1
PENNYPACKER, SAMUEL SCHOOL	96.5	0.6	0.6	52895.0	48.9	0	1
FITLER ACADEMICS PLUS	96.4	2.1	0.4	30250.0	59.8	0	1
KING, MARTIN LUTHER HIGH SCH.	96.4	2.1	0.5	33777.0	20.4	0	0
STANTON, M. HALL SCHOOL	96.3	1.2	0.9	117927.0	28.6	1	0
PEIRCE, THOMAS M. SCHOOL	96.3	2.1	0.5	31987.0	36.3	0	0
HUEY, SAMUEL B. SCHOOL	96.2	1.1	0.0	17813.0	33.1	0	0
PASTORIUS, FRANCIS P. SCHOOL	96.1	1.6	0.6	33685.0	21.7	1	0
MC CLOSKEY, JOHN F. SCHOOL	96.1	1.3	0.8	38611.0	54.4	0	0
WISTER, JOHN SCHOOL	96.0	1.3	0.4	26008.0	36.3	0	0
ROBERT LAMBERTON HIGH SCH	95.9	2.0	0.5	38611.0	20.8	1	0
BLAINE, JAMES G. SCHOOL	95.9	2.7	0.0	17467.0	45.4	0	0
GIDEON, EDWARD SCHOOL	95.8	2.2	0.3	17467.0	37.2	0	0
BARRY, COMM. JOHN SCHOOL	95.6	1.0	0.6	28636.0	25.9	0	0
PARKWAY NORTHWEST HS	95.4	2.7	0.4	38611.0	53.5	0	1
DAY, ANNA B. SCHOOL	95.3	1.1	0.6	33777.0	59.3	0	0
EDMONDS, FRANKLIN S. SCHOOL	95.2	1.8	0.4	52706.0	57.3	0	0

Closed Schools Detail (2013 Closures)

School_ID	School_Name	Total_Enrolled	BlackAfricanAmericanPCT	HispanicPCT	WhitePCT	Median_HH_Income	Closed_5yr	PSSA_ProfAdv_Pct	n_subjects	tests	FPP_2026	PSSA_ProfAdv_Pct_3yr	n_years	years
111	SHAW, ANNA H. MIDDLE	378.0	98.9	0.5	0.0	38611.0	1	25.4	4.0	PSSA	0	28.9	3.0	2010-11, 2011-12, 2012-13
415	RHODES MIDDLE SCHOOL	404.0	98.0	1.0	0.5	26875.0	1	24.0	4.0	PSSA	0	30.3	3.0	2010-11, 2011-12, 2012-13
611	ROOSEVELT, THEODORE MIDDLE SCH	630.0	97.8	1.9	0.0	38611.0	1	17.9	4.0	PSSA	0	28.6	3.0	2010-11, 2011-12, 2012-13
602	GERMANTOWN HIGH SCHOOL	1388.0	96.8	1.6	1.0	26610.0	1	7.7	6.0	Keystone, PSSA	0	15.7	3.0	2010-11, 2011-12, 2012-13
213	VAUX HIGH SCHOOL	554.0	96.8	2.2	0.7	38611.0	1	9.2	6.0	Keystone, PSSA	0	9.8	3.0	2010-11, 2011-12, 2012-13
440	STANTON, M. HALL SCHOOL	652.0	96.3	1.2	0.9	117927.0	1	23.6	4.0	PSSA	0	28.6	3.0	2010-11, 2011-12, 2012-13
633	PASTORIUS, FRANCIS P. SCHOOL	1024.0	96.1	1.6	0.6	33685.0	1	20.5	4.0	PSSA	0	21.7	3.0	2010-11, 2011-12, 2012-13
433	ROBERT LAMBERTON HIGH SCH	392.0	95.9	2.0	0.5	38611.0	1	14.3	6.0	Keystone, PSSA	0	20.8	3.0	2010-11, 2011-12, 2012-13
106	COMMUNICATION TECH HS	588.0	94.9	1.4	1.4	38611.0	1	22.8	3.0	Keystone	0	30.7	3.0	2010-11, 2011-12, 2012-13
443	WHITTIER, JOHN G. SCHOOL	726.0	94.5	1.4	1.1	26008.0	1	25.8	4.0	PSSA	0	33.2	3.0	2010-11, 2011-12, 2012-13
445	HILL, LESLIE P. SCHOOL	582.0	93.8	3.1	1.0	38611.0	1	20.4	4.0	PSSA	0	23.1	3.0	2010-11, 2011-12, 2012-13
624	FULTON, ROBERT SCHOOL	730.0	93.7	3.8	1.1	40536.0	1	16.2	4.0	PSSA	0	30.5	3.0	2010-11, 2011-12, 2012-13
108	UNIVERSITY CITY HIGH SCHOOL	1030.0	93.6	3.3	0.4	38611.0	1	7.9	6.0	Keystone, PSSA	0	17.7	3.0	2010-11, 2011-12, 2012-13
628	KINSEY, JOHN L. SCHOOL	964.0	93.2	1.9	0.6	36364.0	1	23.8	4.0	PSSA	0	29.5	3.0	2010-11, 2011-12, 2012-13
242	REYNOLDS, GEN. JOHN F. SCHOOL	734.0	92.9	4.1	0.5	38611.0	1	18.6	4.0	PSSA	0	28.3	3.0	2010-11, 2011-12, 2012-13
439	PRATT, ANNA B. SCHOOL	644.0	91.6	4.7	0.6	33777.0	1	28.8	4.0	PSSA	0	39.4	3.0	2010-11, 2011-12, 2012-13
431	KENDERTON SCHOOL	762.0	90.8	3.9	0.3	37522.0	1	27.1	4.0	PSSA	0	27.5	3.0	2010-11, 2011-12, 2012-13
220	ALCORN, JAMES SCHOOL	1000.0	90.6	1.8	1.6	70094.0	1	19.6	4.0	PSSA	0	20.4	3.0	2010-11, 2011-12, 2012-13
244	SMITH, WALTER G. SCHOOL	802.0	90.5	1.8	1.2	61075.0	1	22.2	4.0	PSSA	0	22.7	3.0	2010-11, 2011-12, 2012-13
143	WILSON, ALEXANDER SCHOOL	406.0	87.9	1.5	1.5	35643.0	1	37.9	4.0	PSSA	0	47.6	3.0	2010-11, 2011-12, 2012-13
153	LEIDY SCHOOL	622.0	87.8	2.9	1.3	38611.0	1	32.9	4.0	PSSA	0	36.8	3.0	2010-11, 2011-12, 2012-13
115	PEPPER, GEORGE MIDDLE SCHOOL	830.0	86.3	1.4	3.6	38611.0	1	19.8	4.0	PSSA	0	29.4	3.0	2010-11, 2011-12, 2012-13
607	PHILA. MIL. ACAD AT LEEDS	504.0	82.5	13.1	3.2	38611.0	1	48.8	3.0	Keystone	0	52.2	3.0	2010-11, 2011-12, 2012-13
209	BOK, EDWARD HIGH SCHOOL	1788.0	72.0	8.2	5.2	17467.0	1	22.0	3.0	Keystone	0	28.2	3.0	2010-11, 2011-12, 2012-13
529	FERGUSON, JOSEPH C. SCHOOL	640.0	68.1	20.9	1.6	42692.0	1	28.9	4.0	PSSA	0	38.0	3.0	2010-11, 2011-12, 2012-13
273	WASHINGTON, GEORGE SCHOOL	550.0	45.8	23.6	3.3	63426.0	1	39.9	4.0	PSSA	0	51.0	3.0	2010-11, 2011-12, 2012-13
565	SHERIDAN WEST	206.0	40.8	45.6	13.6	38611.0	1	29.5	4.0	PSSA	0	34.3	3.0	2010-11, 2011-12, 2012-13
524	DOUGLAS, STEPHEN A. H.S.	500.0	30.0	42.8	25.6	38611.0	1	9.2	5.0	Keystone, PSSA	0	18.3	3.0	2010-11, 2011-12, 2012-13
545	CARROLL, CHARLES HIGH SCHOOL	674.0	27.3	30.3	41.8	29783.0	1	22.8	3.0	Keystone	0	27.3	3.0	2010-11, 2011-12, 2012-13
511	PENN TREATY MIDDLE SCHOOL	506.0	23.7	40.7	27.3	77198.0	1	34.4	4.0	PSSA	1	41.9	3.0	2010-11, 2011-12, 2012-13
528	FAIRHILL SCHOOL	958.0	21.9	73.9	0.6	45069.0	1	17.4	4.0	PSSA	0	22.3	3.0	2010-11, 2011-12, 2012-13