D019 Task 1
docx
keyboard_arrow_up
School
Western Governors University *
*We aren’t endorsed by this school
Course
D019
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
7
Uploaded by HighnessClover18038
1
Data Analysis Alicia Frischmann
College of Education, Western Governors University
Dr. Bart Reynolds
November 21, 2023
2
Data Analysis A1. Educational Problem
One educational problem that can be investigated by researching and analyzing existing data is that students in the state of Nevada are performing below grade level in English Language
Arts. A2a. Participant Group
One participant group relevant to the problem could be third grade. The data collected for
the Nevada Report Card Website comes from the standardized state test, the Smarter Balanced Assessment Consortium (SBAC). Third grade is the first time that students are expected to take the SBAC exam. Students are not familiar with the assessment and may not do well the first time
they take it. Also, because it is the first time students are exposed to this type of assessment, they
may suffer from testing anxiety, which can cause them to not perform their best. A2b. Participant Subgroups
One subgroup that is relevant to the problem are Hispanic students who are English Language Learners. These students are expected to take the standardized test in English and not Spanish. If they cannot speak, write, or understand the language, most will not be successful in showing proficiency. Another subgroup that is relevant to the problem are low-income students. Title 1 schools service low-income families in the state of Nevada. In my experience at my current school, Decker Elementary, where 100% of the student population comes from low-
income families, some student’s only meal is what is provided at breakfast and lunch because their families struggle at home. Not having a balanced meal will make it difficult for students to focus and sit through a three-hour standardized test.
3
A3. Characteristics, Benefits, and Limitations of Data
Qualitative data is beneficial in identifying the problem that students are performing below grade level in English Language Arts because it provides large sample sizes. This allows conclusions to be more generalizable and it is often used for systematic comparisons. State testing such as the Smarter Balanced Assessment Consortium (SBAC) given in Nevada allows us
to see who is proficient in ELA and who is not. However, one limitation is that quantitative data can reveal what and to what extent, but it cannot always explore the why or how (Quantitative and Qualitative Data: Benefits and Limitations, 2023). For example, quantitative data cannot always pinpoint exactly what skill or concept students are struggling with.
One benefit of Qualitative data is that it allows researchers to understand the perceptions of the participants (Quantitative and Qualitative Data: Benefits and Limitations, 2023). For example, researchers can identify the perceptions of the students who are not proficient in ELA. They may come to discover that students are underperforming because they don’t like ELA subjects, or maybe they’re told that they’re a bad student, etc. One limitation of qualitative data is that it comes from small sample sizes.
A4. Ethical Consideration
One consideration to take into account to limit student privacy issues would be to remove
any personally identifiable information such as student names, addresses, and contact details. This will ensure that the student’s personal information is kept safe. Another consideration would be to restrict access to individuals who have a legitimate need for it. For example, teachers
and administrators can access data by logging in with their school district emails or credentials. This will also ensure that student information is kept confidential.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4
B1. Sources of Quantitative Data
According to the data provided by the Nevada Report Card, only 35.2% or about 216 out of 612 students are proficient in English Language Arts at C.H. Decker Elementary School. (Nevada Report Card, 22-23). The data indicates that more than half of the student population at this school is performing below grade level in ELA. Test scores at this school for ELA fall
below
the state average. (Great Schools, 2023). This shows that most students at this school are not proficient in ELA.
B1a. Relevance to Problem
The data accessed via the Nevada Report Card and Great Schools is relevant to the problem that students in the state of Nevada are performing below grade level in English Language Arts because only 35.2% of Decker Elementary’s school population are proficient in the subject. This means that about 65% of the school’s student population is performing below grade level in ELA. The data is also related to third grade as a participant group because the Smarter Balanced Assessment Consortium (SBAC), a common core state standardized test, is given to students from grades 3-8 in the state of Nevada. It tests students in the subjects of English Language Arts and Mathematics. According to the Great Schools Website, only 29% of students in the third grade are performing at grade level in ELA (Great Schools, 2023). This means that 71% of third graders are performing below grade level. B2a. Validity and Reliability
The data sources used are credible because the data was gathered using the Smarter Balanced Assessment Consortium (SBAC), which is given to students in grades 3-8 in the state
5
of Nevada. The SBAC exam tests students in the subjects of ELA and Mathematics, based on the
Nevada Common Core State Standards. The website is also a government-run website. C1. Visual Representation
A meaningful representation of the data would be the bar graph that shows the percentage
of students who are performing at grade level in ELA on the Great Schools Website. This is meaningful because we can easily calculate the percentage of students who are performing below
grade level. This representation shows that most students are not proficient in ELA. C2. Participant Group Performance
The data reveals that only 29% of third graders at Decker Elementary School perform at grade level in English Language Arts. This means that 71% of students are not performing at grade level based on the SBAC test scores. C3. Subgroup Performance
According to the Great Schools Website, 100% of Decker’s students come from low-
income families. This means that every student not performing at grade level comes from low-
income families. Also, 65% of the student population are Hispanic, most of whom are also English Language Learners. This means that most students who are not performing at grade level
are of Hispanic descent and possibly do not speak and understand the English language. D1. Problem Statement
In the 2022-2023 school year, 29%, or 26 out of 89 third graders, performed at grade level on the ELA SBAC assessment.
D2. Inferences
Some inferences that can be concluded from the data include:
6
1.
Students are not sure what is expected of them. With only 26 third graders performing at grade level, it is possible that the students do not understand the given question or assignment. To fix this, teachers can plan during PLC time to make sure that they are all on the same page, teaching the same concepts or skills. All teachers should explicitly model what they want the students to be able to do. Teachers should look at student examples to determine what is not working and what could be improved. 2.
Hispanic students who are English Language Learners are not receiving the appropriate support in the classroom. To fix this, teachers can allow the use of translator applications and provide appropriate scaffolds and differentiation. Teachers can also come up with different ways to present information.
D2a. References
1.
To make sure that students understand what’s being asked of them, teachers should look at student work and examine the results and the kind of assignment used. Student responses will tell and show teachers exactly what the students understand and what they don’t (ASCD Blog, 2016). Analyzing student work will help teachers to pinpoint what students understand and in what areas they are still struggling in.
2.
To come up with an action plan, teachers need to determine what is working and what
is not working (WGU, 2023). Teachers will need to identify and keep what is working and change what is not working. When teachers stick to what is working and
improve what isn’t, students will have a better chance of performing at grade level.
3.
Teachers should also think of a different way of expressing and articulating directions
and assignments (Ellerby, 2009). By providing scaffolding, differentiation, and visual
representations, English Language Learners have a better chance of succeeding.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
7
References
ASCD Blog. Four Practical Tips for Using Data to Inform Planning and Decision Making. 2016. https://www.ascd.org/blogs/four-practical-tips-for-using-data-to-inform-planning-and-
decision-making
Ellerby, Lindsay. Analysis, Plus Synthesis: Turning Data into Insights. 2016. https://www.uxmatters.com/mt/archives/2009/04/analysis-plus-synthesis-turning-data-
into-insights.php
Great Schools. C.H. Decker Elementary, 2022-2023. https://www.greatschools.org/nevada/las-
vegas/24-C-H-Decker-Elementary-School/#academic_progress
Nevada Report Card. C.H. Decker Elementary, 2022-2023. http://nevadareportcard.nv.gov/DI/nv/clark/c._h._decker_elementary_school/2023
Quantitative and Qualitative Data: Benefits and Limitations PowerPoint Presentation. 2023. Western Governor’s University. Western Governor’s University. Iterative Decision-Making Cycle. 2023. https://wgu-
nx.acrobatiq.com/en-us/alternative_slideshow/wgu_D019_01May19_data_lit_evidence_p
ractice_1/65376bcf8ffc7d72e6bb52b5