D019 Task 1

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Western Governors University *

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D019

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Mathematics

Date

Apr 3, 2024

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Uploaded by SuperHumanWorld11345

Isaac R. MacKenzie Course D019 Task 1 Instructor: Dean Janitzki July 3, 2023

A1.) In the 2021-2022 school year at Fruitland Middle School in Fruitland Idaho, 8th- grade students were assessed in mathematics on the state standardized test (ISAT). Only 33.5% of all students who took the math ISAT this year tested proficient or above. This means 66.5% of FMS 8th-grade students tested at basic or below basic on the state math ISAT. A2.) The setting of Fruitland Middle School is a Middle school that has 5th-grade thru 8th-grade students in a rural farming town in Idaho—Fruitland Middle School services 520 students in 5-8th grade. The demographics of FMS are 65.1% White, 29.3% Hispanic/ Latino, 1% Asian, Native American .6%, Black/ African American .4%, Native Hawaiian .2%, and 3.4% mixed race. The student population comprises 48% female and 52% male students. FMS enrolls 27% of economically disadvantaged students. A2a.) The participant group that is relevant to the problem of the low ISAT math scores is the 8th-grade students at Fruitland Middle School which is comprised of 144 students. A2b.) The two subgroups that are relevant to the problem are Hispanic/ Latino students and economically disadvantaged students. 79.9% of 8th-grade Latino/ Hispanic students tested below proficient on the Idaho math ISAT. Only 20.1% of these students were proficient. 74.4% of the 8th-grade economically disadvantaged students tested below proficient on the Idaho math ISAT. Only 25.6% of these students were proficient. A3.) Quantitative and Qualitative data categories are important when looking at school data. Quantitative data is collected from a large sample size, uses pre-set

questions in a survey, and offers a statistical response. Qualitative data uses a small sample size, uses open-ended questions, allows for elaboration, and gathers themes and word and picture data (WGU, 2022). I looked at the qualitative and quantitative data for the 8th-grade students who were Hispanic and economically disadvantaged at Fruitland Middle School. I was able to evaluate the benefits and limitations of the quantitive and qualitative data. The benefit of the quantitive data is that it was easily accessible on the Idaho state department of Education website. Questions on the 8th grade ISAT lined up with the Idaho state standards. The limitations of the quantitative data are that these are 13 to 14-year-old kids that may have had a bad day, may not have had a good breakfast that morning, and might not have got enough sleep, along with many other issues that are not included in statistical data. Qualitative data is hard to find. This information can not be found on the Idaho State of Education website or on the internet. To get qualitative data I’ll have to have teachers collaborate and discuss social issues about their 8th-grade students. The limitation of qualitative data is that information can be unreliable due to opinion-based information, the need for multiple sources to create triangulation, and not always generalizable due to small sample sizes. The benefits of qualitative data are it provides rich detail with an insider’s view, gives a holistic approach, and its an understanding of the perceptions of the participants (WGU, 2022). A4.) A professional educator complies with state and federal laws and local school board policies relating to the confidentiality of student and employee records unless disclosure is required or permitted by law ( CODE of ETHICS for IDAHO PROFESSIONAL EDUCATORS , n.d.). When looking at the data there were no student

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names, no identifying information, teacher names, or specific data used that identified specific students. The reports used broke down subgroups and test percentages based on ethnicity, gender, race, economic background, etc. All teachers should be trained in FERPA (Family Education Rights and Privacy Act) to better understand federal laws surrounding educational records. When data is shared, student names should be removed. Also, student and teacher computers need to be password protected. B1.) The quantitative data used for this study was collected from the Idaho State Department of Education (SDE). This website gives access to multiple reports on state standardized testing (ISATs), this testing data is specific to each district, school, and the school's subgroups. It also gives information on the demographics of each specific school and specific school district. B1a.) This information accessed from the Idaho State Department of Education website is relevant to the 8th-grade students at Fruitland Middle School because it breaks down state-mandated testing and the mandated testing aligns with Idaho state standards. All other schools in Idaho use the ISAT to evaluate students. From this data, I was able to determine the problem that only 35.5% of 8th-grade students who took the math ISAT tested proficient or higher. And from my focused subgroups, roughly only 20-25% of Hispanic 8th-grade students and low-income students were proficient on the math ISAT. B2.) The data collected is credible because it was found on a government website, the Idaho State Department of Education (SDE) website. The ISAT data collected comes from the 2022 ISAT test which aligns with the Idaho state standards.

The Idaho State Department of Education is the ruling body that controls education in the state of Idaho and is constantly evolving and up to date. B2a.) The ISAT data collected is valid because the ISAT aligns with the Idaho state standards. And it is administered to every 8th-grade student across the state and is proctored to ensure its validity. The results allow administrators and teachers the ability to look at individualized student mastery and determine who is excelling, and who is falling short. School faculty can use this information to get a clear plan for instruction that is equitable to all students. C.) When analyzing the quantitative data of the two subgroups- 2022 ISAT scores for FMS 8th-grade Hispanic/ Latino students and economically disadvantaged students. 79.9% of the Hispanic/ Latino 8th-grade students scored basic or below basic on the math ISAT. Only 20.1% of these students scored proficient or higher. 74.4% of the economically disadvantaged 8th-grade students scored basic or below basic on the math ISAT. Only 25.6% of these students scored proficient or higher. This set of data is upsetting. It’s tough to see two of our biggest subgroups not proficient on the math ISAT. If you look at the average (mean) math test scores for these two subgroups for 2022, 2021, and 2019 (2020 was not tested due to Covid). You can see a common trend in Math ISAT test scores with the 8th-grade Hispanic and economically disadvantaged students at FMS. Average test scores for these 8th-grade students have stayed close to the same. For the Hispanic students 78% scored below proficient (22% proficient) in 2019, 79.2% scored below proficient (20.8% proficient) in 2021, and 79.9% below proficient (20.1% proficient) in 2022. For the economically disadvantaged students, 75.6% scored below proficient (24.4% proficient) in 2019, 74.8% below

proficient (25.2% proficient) in 2021, and 74.4% below proficient (25.6% proficient) in 2022. If you look at all 8th-grade math ISAT score averages for 2019, 2021, & 2022 you can see a similar trend. Average proficiency math scores for all 8th-grade students at FMS for 2019 were 32.8% proficient, 34.4% in 2021, and 33.5% for 2022. C1.) When thinking about the different ways we can represent this data, a good visual representation of this data would be a bar graph. School faculty would be able to see the differences in averages over the three years. The graph could give a visual of the averages for all 8th-grade students over those three years and averages for the two subgroups over those three years. This would be beneficial for teachers to see the whole picture between all students and those from the two subgroups from year to year. It would allow teachers to have important conversations about curriculum and instruction to help all students be more successful on the math ISAT. C2.) The data does not show much growth for 8th-grade students on the math ISAT at FMS between 2019-2022. 32.8% proficient in 2019, 34.4% proficient in 2021, and 33.5% proficient in 2022. These numbers are concerning, because not much growth is being made from year to year, and in all three years FMS is scoring below the state average of 42.7% proficient on the 8th-grade math ISAT from 2019-22. C3.) The data reveals that only 20.1 to 22% of 8th-grade Hispanic students at FMS are proficient on the math ISAT from 2019-22 and 24.4 to 25.6% of 8th-grade economically disadvantaged students at FMS were proficient on the math ISAT from 2019-22. These averages are only near half the state average (42.7% proficient) for all 8th-grade students on the math ISAT from 2019-22. These numbers are also concerning because FMS is not showing a lot of growth from year to year. However, if

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teachers can focus on these two subgroups, get proper professional development training, brainstorm and come up with ideas to help these students be more successful, the proficiency average will go up for all 8th-grade students. D1.) At Fruitland middle school, 8th-grade students, specifically Hispanic/ Latino and economically disadvantaged students are consistently scoring lower on their state standardized math test (ISAT). This data is verified through data collection from the Idaho State Department of Education website. D2a.) One inference that may be derived from this data is that math teachers at Fruitland Middle School are not covering all the state math standards to be successful on the state math ISAT. All students graduating from Idaho public high schools must meet state-adopted content standards . These standards are to be used as a minimum threshold by every school district in the state in order to establish some consistency in academic content statewide ( Idaho State Department of Education (SDE) , n.d.) . I believe that all our departments (math, science, English, etc.) at Fruitland Middle School need to make sure that the curriculum being taught covers all the state standards and more. A math department meeting on a teacher workday to look at state math standards and how they apply to each classroom's curriculum would be a good idea. It is essential to look at the curriculum and make sure all content standards are being taught. By doing this teachers will be more aware of how to prepare their students for state standardized tests. Another inference I concluded, is that Fruitland Middle School could look at incorporating Social-emotional learning into its curriculum to see if that benefits the economically disadvantaged and Hispanic students with their academic success. I think

that incorporating more SEL into our classrooms will help all students academically and possibly raise test scores. SEL makes a difference. We know this from the research, which demonstrates that an education that promotes SEL has a positive impact on a wide range of outcomes, including academic performance, healthy relationships, mental wellness, and more (CASEL, 2022) . The last inference I concluded is that we should make sure that students are getting ample sleep and nutrition on and before the testing days. Many of our students do not get well-fed at home. Many times the parents of our economically disadvantaged students do not take the time to fill out the free/ reduced lunch and breakfast applications to ensure their children are getting the proper nutrition. We need to reach out to parents to make sure this paperwork is getting filled out. It is extremely important that we make sure that all students have a nutritional breakfast every day before school. A good breakfast is essential to daily academic success, especially on test days. The School Breakfast Program (SBP) is a Federally-funded, State administrated, nonprofit meal program operating in public and nonprofit private schools and residential childcare institutions. The SBP provides nutritionally balanced, low-cost, or free breakfasts to children each school day ( Breakfast Meal Pattern Idaho School Nutrition Reference Guide , n.d.).

References Quantitative and Qualitative Data: Benefits and Limitations. (2022). Western Governors University. Retrieved April 22, 2023. https://access.wgu.edu/ASP3/aap/content/ quantitativeandqualitativedata_benefitsandlimitations.pdf CODE OF ETHICS FOR IDAHO PROFESSIONAL EDUCATORS . (n.d.). https://www.sde.idaho.gov/cert-psc/shared/ethics/Code-of-Ethics-for-Profession - Educators.pdf- Idaho State Department of Education (SDE) . (n.d.). SDE. https://www.sde.idaho.gov/ CASEL. (2022). Fundamentals of SEL . Casel. https://casel.org/fundamentals-of-sel/ Breakfast Meal Pattern Idaho School Nutrition Reference Guide . (n.d.). Retrieved July 4, 2023, from https://www.sde.idaho.gov/cnp/sch-mp/files/reference/bmp/Breakfast-Meal- Pattern.pdf

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