high school data team understanding socioeconomic status (ses) and racial gaps co-chairs: scott...
TRANSCRIPT
High School Data TeamUnderstanding Socioeconomic Status (SES) and Racial Gaps
Co-Chairs:
Scott Summers
Ororo T'Challa-Wakandas
Members:
Rachel Grey
James Howlett
Katherine Pryde
Kurt Wagner
Consultant:
Sean Parker
This Demo Uses Fictional Data For Purposes of ExampleThe Ultimate Goal is to Answer Your Questions with Your Data
DataTeamConsulting.Com
• Are there socioeconomic and/or racial gaps in the percentage of general education (G.E.) classes taken?
• Are there SES and/or racial gaps in academic achievement?
• When we compare students who take the same percentage of G.E. classes, do the achievement gaps persist?
Three Questions About SES and Racial Gaps
Yes.
Yes.
Yes.
DataTeamConsulting.Com
• Are there SES and/or racial gaps in the percentage of G.E. classes taken? – 397 students, our current juniors– We gathered data on the course level of
students’ freshman and sophomore courses. – For each student, we considered what
percentage of his/her leveled courses were G.E.
– We separated the data by SES and race.
The First of Three Questions About SES and Racial Gaps
DataTeamConsulting.Com
Percentage of 9th/10th Leveled Classes that were G.E. Classes
397 Students
G.E. Category
How Many G.E. Classes do Students Take?
DataTeamConsulting.Com
347 Students
50 Students
G.E. Category
Separated By SES
DataTeamConsulting.Com
15 Students 274 Students
26 Students82 Students
G.E. CategoryG.E. Category
Separated By Race
DataTeamConsulting.Com
• Are there SES and/or racial gaps in academic achievement?– 418 students, our current juniors– In order to measure academic achievement,
we created a composite.• Unweighted Grade Point Average (GPA)• English Language Arts MCAS (ELA MCAS)• Mathematics MCAS (Math MCAS)
– We used histograms to explore the data.– We separated the data by SES and race.
The Second of Three Questions About SES and Racial Gaps
DataTeamConsulting.Com
How Do We Measure Academic Achievement? Building A Composite
DataTeamConsulting.Com
Academic
Achievement
ELA
MCAS
Math
MCAS
Unweighted
GPA
How Do We Measure Academic Achievement? Building A Composite
DataTeamConsulting.Com
Jackie Joyner-Kersee: American Heptathlete
"Achievement is difficult. It requires enormous effort. Those who can work through the struggle are the
ones who are going to be successful."
How Do We Measure Academic Achievement? Building A Composite
DataTeamConsulting.Com
Jackie Joyner-Kersee: American Heptathlete
"Achievement is difficult. It requires enormous effort. Those who can work through the struggle are the
ones who are going to be successful."
800m Run
High Jump
Shot Put
Javelin Throw
100m Hurdles
200m Sprint
Long Jump
2 minutes 8.51 seconds 6 feet 4 inches 55 feet 3 inches 164 feet 5 inches 12.61 seconds 22.30 seconds 24 feet 7 inches 7291 heptathlon points
How Do We Measure Academic Achievement? Building A Composite
DataTeamConsulting.Com
Academic
Achievement
800m Run
High Jump
Shot Put
Javelin Throw
100m Hurdles
200m Sprint
Long Jump
How Do We Measure Academic Achievement? Building A Composite
DataTeamConsulting.Com
Academic
Achievement
Shot Put
Javelin Throw
100m Hurdles
200m Sprint
Long Jump
ELA
MCAS
How Do We Measure Academic Achievement? Building A Composite
DataTeamConsulting.Com
Academic
Achievement
100m Hurdles
200m Sprint
Long Jump
ELA
MCAS
Math
MCAS
How Do We Measure Academic Achievement? Building A Composite
DataTeamConsulting.Com
Academic
Achievement
ELA
MCAS
Math
MCAS
Unweighted
GPA
How Do We Measure Academic Achievement? Building A Composite
DataTeamConsulting.Com
• Measurement Reliability
• Statistical Power
• We Teach To Students, Not To Tests
• Schoolwide Picture, Schoolwide Vision
Building A Composite: Why Combine Measures?
DataTeamConsulting.Com
Num
ber
of
Stu
dent
s418 Students
Zero is the average (i.e., mean) for all 418 students.
Negative is below average. Positive is above average.
Academic Achievement Composite
Num
ber
of
Stu
dent
s
A Histogram of Academic Achievement
DataTeamConsulting.Com
3.28 GPA (f) 248 Prof. ELA 268 Adv. Math
3.08 GPA (m) 260 Adv. ELA 264 Adv. Math
3.81 GPA (m) 262 Adv. ELA 274 Adv. Math
2.31 GPA (f) 242 Prof. ELA 228 NI Math
3.11 GPA (m) 250 Prof. ELA 268 Adv. Math
418 Students
0.98 Composite
-1.95 Composite
0.30 Composite
0.00 Composite
0.00 Composite
Num
ber
of
Stu
dent
s
Academic Achievement Composite
A Histogram of Academic Achievement
DataTeamConsulting.Com
418 Students
“50% Line” i.e., Median
Mean
Num
ber
of
Stu
dent
s
Academic Achievement Composite
A Histogram of Academic Achievement
DataTeamConsulting.Com
418 StudentsN
umb
er o
f S
tude
nts
Academic Achievement Composite
A Histogram of Academic Achievement
DataTeamConsulting.Com
Num
ber
of
Stu
dent
s364 Students
54 Students
Mean = -0.82
Mean = 0.12
Academic Achievement Composite
Academic Achievement: Separated by SES
DataTeamConsulting.Com
86 Students Mean 0.27
29 Students Mean -1.25
285 Students Mean 0.10
18 Students Mean -0.85
Examine the shapes of these histograms.
Academic Achievement Composite
Academic Achievement: Separated By Race
DataTeamConsulting.Com
• When we compare students who take the same percentage of G.E. classes, do the achievement gaps persist?– 395 students, our current juniors– We first saw that percentage of G.E. classes is
correlated with SES and race. – We just saw that academic achievement is correlated
with SES and race.– We will see that percentage of G.E. classes is
correlated with academic achievement (using histograms and a scatterplot).
– We will disentangle the correlations using a statistical model with statistical controls.
The Third of Three Questions About SES and Racial Gaps
DataTeamConsulting.Com
295 Students Took No G.E. Courses Mean = 0.41
44 Students Took Some G.E. Courses Mean = -0.58
24 Students Took Half G.E. Courses Mean = -0.87
32 Students Took Mostly G.E. Courses Mean = -1.92
We can look at the same information without grouping students into four categories (None, Some, Half, Most). We will use a scatterplot to do so.
Academic Achievement Composite
Some
No
Half
Mostly
G.E.
G.E.
G.E.
G.E.
Academic Achievement: Separated By Percentage of G.E.
DataTeamConsulting.Com
3.28 GPA (f) 248 Prof. ELA 268 Adv. Math
3.81 GPA (m) 262 Adv. ELA 274 Adv. Math
2.31 GPA (f) 242 Prof. ELA 228 NI Math
3.11 GPA (m) 250 Prof. ELA 268 Adv. Math
3.28 GPA (f) 248 Prof. ELA 268 Adv. Math
0.0 Achievement 0% G.E.
3.81 GPA (m) 262 Adv. ELA 274 Adv. Math
1.0 Achievement 0% G.E.
2.31 GPA (f) 242 Prof. ELA 228 NI Math
-2.0 Achievement 57% G.E.
3.11 GPA (m) 250 Prof. ELA 268 Adv. Math
0.0 Achievement 0% G.E.
3.08 GPA (m) 260 Adv. ELA 264 Adv. Math
3.08 GPA (m) 260 Adv. ELA 264 Adv. Math
0.2 Achievement 9% G.E.
Percentage of 9th/10th Leveled Classes that were G.E. Classes
A Scatterplot of Academic Achievement vs. G.E. Percentage
DataTeamConsulting.Com
White, Non-Free Lunch
White, Free Lunch
African American, Non-Free Lunch
African American, Free Lunch
*Estimated trend curves for students who receive neither SPED services nor LEP services.*
Percentage of 9th/10th Leveled Classes that were G.E. Classes
Trend Curves For Differing Subgroups
DataTeamConsulting.Com
White, Non-Free Lunch
White, Free Lunch
African American, Non-Free Lunch
African American, Free Lunch
*Estimated trend curves for students who receive neither SPED services nor LEP services.*
Percentage of 9th/10th Leveled Classes that were G.E. Classes
Trend Curves For Differing Subgroups
DataTeamConsulting.Com
• Are there socioeconomic and/or racial gaps in the percentage of general education (G.E.) classes taken?
• Are there SES and/or racial gaps in academic achievement?
• When we compare students who take the same percentage of G.E. classes, do the achievement gaps persist?
Three Questions About SES and Racial Gaps
Yes.
Yes.
Yes.
DataTeamConsulting.Com
• Feedback from you
• Principal’s working group on achievement
• A renewed focus on achievement as part of our school improvement goals
Where do we go from here?
DataTeamConsulting.Com
GLH testing tells us to keep RACE and FREELUNCHEVER. Zero-skew transformation helps to meet normality assumption. Robust standard errors address heteroskedasticity. No interactions were stat sig, but we want to keep an eye on them as our sample size (and statistical power) increases.
Notes: Not For The General Audience
DataTeamConsulting.Com