Signature Project Part 1 New (1)
docx
keyboard_arrow_up
School
University of West Alabama *
*We aren’t endorsed by this school
Course
506
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
6
Uploaded by mitchelljones607573
Data Gathering and Analysis
1
Signature Project Part 1: Data Gathering and Analysis Student
Mitchell Jones
University of West Alabama
Data Gathering and Analysis
2
The results of the 2019 National Assessment of Educational Progress (NAEP) found that Alabama
ranked 52nd in the nation for math achievement. On the new statewide ACAP assessment first administered in 2021, only 22% of Alabama students are proficient in math on the 2021 ACAP state assessment, including only 7% of Black students and 11% of low-income students. Even more shocking, over 100 local school districts; over 70% of Alabama school districts, have less than 25% of their students proficient in math on ACAP. There are 28 K-5 schools that have 0% of students proficient in math. Overwhelmingly, Alabama’s students are missing foundational skills that will impact their educational achievement for years to come, leaving them unprepared for college, career, and life. Such a large population of Alabama students who have not mastered the basic math skills needed for real life also impact the state’s future as our future leaders and workforce are underprepared for the changing world awaiting them after graduation. The area of focus for my signature project will be on Improving Mathematics Achievement at my school. Currently I am the building-based math coach at Martin Luther King Jr. Elementary School located in Montgomery Alabama. Over the past two years at my school math scores on the state assessment have dropped significantly school wide. As educators we know that Covid-19 has taken a toll on student achievement but, “Can we really blame it all on Covid?” This study will focus on the instructional core aspect of improving mathematics achievement at MLK. At my school Math is a frustrating subject for many students and their parents. I have even heard some colleagues say, “Math is different now, than when I was in school.” To some extent I agree but, I often tell them that,” the world is also different so, we have to teach different.” Looking at teachers’ instructional practices, the students’ motivation to learn, and the complexity of the content will allow me to identify skill gaps. In order to get a deeper understanding of the decline in math achievement I realized I needed more data sources. I gathered attendance data from our secretary. I requested an attendance report for the 2019-2020 school year, the 2020-2021 school year and the 2021-2022 school year that categorized
Data Gathering and Analysis
3
absences and tardies down by grade level and race. At my school the counselor is the guy we see about our data. When I met with him is was able to gather from STAR Math, the districts’ quarterly assessments, and ACT Aspire, (which the state assessment given each spring) to determine the problem or area of weakness I want to work on improving, I created a survey and emailed it to the other two departmentalized math teacher at MLK Elementary School, one teacher teaches 3
rd
and the other teaches 5
th
. I asked the teachers three questions: What can we do better to improve student learning? What do you think we are doing well at MLK to contribute to student learning? What do you feel is a top
priority for improvement with student learning right now? So far only1 teachers have responded to my survey. She feels that a lack of parental involvement is a top priority in why students don’t have much success in school. After reviewing the data, I found that the number of students who were considered proficient on the ACT Aspire dropped in 2019-2020, 2020-201-, and 2021-2022. The percentage of students proficient in math at MLK in 2019-2020 was about 64%. That number dropped in 2020-2021 with on 60% of student proficient, but in 2021-2022 the proficiency rate dropped a total of 7 percentage point. By far the lowest at any time since I have been working there. Making matters worse the attendance rate during that same time period was also low. The data showed the attendance rate for students at MLK during the 2021-2022 school year was 82%. Which was down significantly from 2019-2020, in which, the attendance rate was 97% that year. Attendance for the 2020-2021 school year was not valid because some student chose to do virtual learning. I mean lets face it they may have signed on for the live instruction but they were certainly not paying attention.
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
Data Gathering and Analysis
4
2019-2020
2020-2021
2021-2022
0%
10%
20%
30%
40%
50%
60%
70%
64%
60%
53%
MLK 4th Grade ACT Aspire Proficiency Rate
2019-2020
54%
2021-2022
46%
MLK 4th Grade Attendance Rate
2019-2020
2020-2021
2021-2022
I also looked at how of many students were proficient in STAR Math. In order to gather enough evidence, I use each students’ end of the year STAR Math Assessment, their beginning of the year STAR
Data Gathering and Analysis
5
Assessment and their middle of the year assessment. Looking at the data I saw an average decline in most students’ proficiency each time they took the assessment. I continued to dig deeper into the STAR Math data and determined the following. This years’ 4
th
graders at MLK when looking at STAR Math data
form their end-of-year STAR Math assessment I found that 73% of the students where proficient. The next assessment they took was the beginning-of-year STAR Math in August of 2022 as 4
th
graders their proficiency level dropped to about 66%, which is expected. Some lose does happen of the summer break. Those same 4
th
grader took the middle- of-year in December 2022 and their scores plummeted to 58% proficient. It was noted that out of those students not proficient only three had an attendance problem.
3rd Grade End of Year
4th Grade Beginning of Year
4th Grade Middle of Year
0%
10%
20%
30%
40%
50%
60%
70%
80%
73%
66%
59%
STAR Math Average Proficiency Level
After meeting with my administration and reviewing the data I collected, we discussed a budget,
and it was determined that the cost of this is extremely low. We also discussed the need for schools to establish their own internal systems and professional cultures to improve student outcomes. I noticed
Data Gathering and Analysis
6
that a major area of concern for use was students not having foundational skills required to complete on
grade level task. Using the instructional core is the first place that I would look to improve student learning. Integrating the 3 components that are central to improving student learning: increasing the intellectual rigor of content students are taught, increasing the skill and knowledge that teachers bring to the teaching of that content and, increasing the level of students’ active engagement with the content I am confident we will see some positive gains in math at Martin Luther King Jr. Elementary. You
don't change performance without changing the instructional core.
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