What type of student achievement data did you analyze? &
What were the main findings generated from the analysis of your data?
According to the report I analyzed, there were students who did not take the overall part of the test. However, the report shows that all students took the test. So, I am not sure where the 8 from 2013-2014 school year came from nor the 37 from this school year. Could this be a data entry error?
As seen in this data, students scored higher in the STAR Math assessment than in the Reading in both schools years, 2013-2014 and this current one.
In 2013-2014, the average score in Mathematics was between third and sixth grade where as the average score in Reading was between second and barely third/fourth grade.
This year, the average score in Mathematics was between third and sixth grade where as the average score in Reading was between second and barely third grade.
Overall, I think this year's scores are lower than the last school year.
In 2013-2014, the average score in Mathematics was between third and sixth grade where as the average score in Reading was between second and barely third/fourth grade.
This year, the average score in Mathematics was between third and sixth grade where as the average score in Reading was between second and barely third grade.
Overall, I think this year's scores are lower than the last school year.
In the school year of 2013-2014, there were 175 EL students whose primary language was one of the 13 found in this report.
In this school year, there are 134 EL students whose primary language is one of the 12 found in this report.
This data displays the dropouts of the last school year as well as the current school year. Last year, most student dropped out within 50 days of being enrolled. This year, most students have dropped out within 25-30 days of being enrolled.
- Share 5 questions that the data sparked.
1. Why does the CELDT data shows students not taken the overall test and not on the portions of the test: Listening, Speaking, Writing, and Reading?
2. Within how many days of being enrolled were students CEDL tested?
3. What was their attendance rate?
4. Why did students dropped out; quitted, terminated from the program, too many absences, etc...?
5. What percentage of students have been in any school prior to taking the STAR assessments?
2. Within how many days of being enrolled were students CEDL tested?
3. What was their attendance rate?
4. Why did students dropped out; quitted, terminated from the program, too many absences, etc...?
5. What percentage of students have been in any school prior to taking the STAR assessments?
- Name 3 priority needs and mention which one of these seemed most urgent.
1. Improve CEDLT passing rate.
2. Improve STAR Reading rate.
3. Decrease dropout rate.
These three are urgent, but if I were to choose one, it would be to improve the CELDT passing rate as this would also improve STAR Reading rate. At my school, we have a turnaround of students. They enroll, dropout, and re-enroll. A majority of them are second timers, these are usually non-ELs. So, I think that the data displayed in this post about the dropout rate include students who drop out and re-enroll.
2. Improve STAR Reading rate.
3. Decrease dropout rate.
These three are urgent, but if I were to choose one, it would be to improve the CELDT passing rate as this would also improve STAR Reading rate. At my school, we have a turnaround of students. They enroll, dropout, and re-enroll. A majority of them are second timers, these are usually non-ELs. So, I think that the data displayed in this post about the dropout rate include students who drop out and re-enroll.
Which target group did you select to work with and why?
Based on the data I collected and analyzed, I haven chosen to work with the EL population for various reasons. First, their attendance is better than any other group. I would say they have perfect attendance. Second, they represent more than 50% of the students. Lastly, these students come to school because they want to. They are not forced to attend. We have students who are non-EL, they attend school because they have been sent by a judge.