understanding the data

Understanding the Data

Data 101Robert DunnGord Wagner

Working Norms

• Everyone has wisdom.• We need everyone’s wisdom for the wisest

result.• Your questions contribute to building the

wisdom of the group.• There are no wrong answers.• The whole is greater than the sum of its parts.• Everyone will hear others and be heard.• Make sure your cell phones are on off.

Assessment Literacy“Assessment literacy is a high yield strategy

that increases the collective capacity of educators:

• to gather/access student performance data• to critically analyze (disaggregate,

interpret) such data• to develop action plans for improvement• to discuss and debate the meaning of data

in public fora.”Fullan, M (2003). Change with a Vengeance. p.49

Lets Talk about Data

• Data is meaningless – just numbers• Assessment literacy – is a comprehension exercise

NOT a statistical exercise• The group must agree on the meaning of the data• you must be prepared to confront the myths:

– “whole child vs. EQAO!”– Data does not paint the complete picture – only part of

picture.– My Report Card data is more representative of what

the student can do than EQAO!

Summary of Key Performance Indicators

DRA Data

Grade 3 EQAO Trend

EQAO – Reading – Grade 35 Year Trend – School B

Historical, Grade 3, 2008-2009,Reading,Trending Display

Grade 3 EQAO ReadingSchool A 03-04 – 07-08

School A

Grade 6 EQAO Trend

EQAO – Reading – Grade 6 5 Year Trend – School B

Historical, Grade 6, 2008-2009,Reading,Trending Display

Grade 6 EQAO ReadingSchool A – 03-04 – 07-08

School Impact TrackingWhat does that mean in terms of our work?

Trailing Indicator Respond to the Question: Has the school improved,

remained static or declined?

Five Year Trend

Cohort I Data -

Cohort II Data

Attendance

How would you describe the impact of your school improvement plan in relation to enhanced student achievement?

•

Summary of Key Performance IndicatorsCohort Tracking

Cohort Grade 3 – 6 EQAO Reading

Grade 1 RC – Grade 3 EQAOReading

Cohort Tracking Data Compare Grade 1 Report Card and Grade 3 EQAO

EQAO Gr. 6 – RC – Gr. 8

Assessment Practises

Summary of Key Performance Indicators

Assessment Practices

Grade 9 Credit Accumulation

Grade 9 Credit Accumulation by Feeder SchoolCredit Earned Summary, current, grade 9,2008-2009, by Feeder School

This group of students is not likely

graduating!

Grade 10 Credit Accumulation by Feeder SchoolCredit Earned Summary, current, grade 10,2008-2009, by Feeder School

This group of students are not likely graduating!

Cohort Graduation Rate 66%

School Impact TrackingWhat does that mean in terms of our work?

Trailing Indicator Respond to the Question: Has the school improved,

remained static or declined?

Five Year Trend

Cohort I Data -

Cohort II Data

Attendance

How would you describe the impact of your school improvement plan in relation to enhanced student achievement?

•

Attendance Matters “teaching causes learning”

Figure 7: Grade 10 Absenteeism (September-June) and Graduation-Dropout by the end of Year 5 (Fall 2007)

0%

10%

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100%

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Absenteeism Rate (September-June)

Pro

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rtio

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f S

tud

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Graduation Dropout

Predicting the Probability of Leaving Early:

Gender and Grade 9 Attendance, Math

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 >15

No. of Missed Math Classes in Grade 9

Pro

babi

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of L

eavi

ng E

arly

.

Male Female

Research and Assessment Services, 2009

Samuel M. Zheng, Research & Evaluation Services, York Region District School Board (2007)

Gr. 3/6 Attendance and EQAO ReadingCorrelation of Students' Attendance with Their Grade 3/6 EQAO

Reading Achievement

66% 66%

70%

76%74%

65%63%

64%

69% 70%

62%60%

62%64%

67%

59% 59% 59%

64% 65%

58% 59% 60%63% 62%

50% 49%47%

56%58%

0%

10%

20%

30%

40%

50%

60%

70%

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90%

100%

2001-02 2002-03 2003-04 2004-05 2005-06

% o

f S

tud

ents

Mee

tin

g

Gra

de

3/6

EQ

AO

Rea

din

g S

tan

dar

ds

0 1-5 6-10 11-15 16-20 21+Days Absent:

Samuel M. Zheng, Research & Evaluation Services, York Region District School Board (2007)

Gr. 3/6 Attendance and EQAO MathematicsCorrelation of Students' Attendance with Their Grade 3/6 EQAO

Mathematics Achievement

76% 75%

81%84% 84%

75%73%

76%79% 79%

70%67%

71%74% 75%

66% 65%68%

71%73%

61% 60%

65%

70% 68%

56%53%

52%

61% 60%

0%

10%

20%

30%

40%

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70%

80%

90%

100%

2001-02 2002-03 2003-04 2004-05 2005-06

% o

f S

tud

ents

Mee

tin

g

Gra

de

3/6

EQ

AO

Mat

h S

tan

dar

ds

0 1-5 6-10 11-15 16-20 21+Days Absent:

Samuel M. Zheng, Research & Evaluation Services, York Region District School Board (2007)

Gr. 3/6 Attendance and EQAO ReadingImpact of Students' Attendance on Their Grade 3/6 EQAO Reading

Achievement

0%

10%

20%

30%

40%

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60%

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80%

90%

100%

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

Days Absent

Pro

bab

ilit

y o

f M

eeti

ng

Gra

de

3/6

EQ

AO

Sta

nd

ard

s

Grade 3 Grade 6

63%

57%

Samuel M. Zheng, Research & Evaluation Services, York Region District School Board (2007)

Gr. 3/6 Attendance and EQAO ReadingImpact of Students' Attendance on Their Grade 3/6 EQAO Reading

Achievement

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

Days Absent

Pro

bab

ility

of

Mee

tin

g G

rad

e 3/

6 E

QA

O S

tan

dar

ds

Boy with Low SESBoy with Avg SESBoy with High SESGirl with Low SESGirl with Avg SESGirl with High SES

73%

46%

Attendance