1. High School Data Team progress update
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 Example
The Ultimate Goal is to Answer Your Questions with Your Data
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2. Questions We’ve Been Asking
Are students “tracked” within course level?
Honors Level Courses
College Preparatory Level Courses
General Education Level Courses
If so, is “tracking” related to race/ethnicity?
Asian
Black
Hispanic
White
As Self-identified For NCLB Purposes
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3. This difference is statistically significant.
Are students “tracked” in general education (G.E.) courses if they begin as freshmen in G.E. courses?
Of the 564 students in our sample (last year’s seniors), we will look at the 270 students who took at least one G.E. course during their freshman year. Thus, we are looking at 48% of our sample.
Possible explanations:
Differences in Parental Advocacy
Bias in Placement
Peer Influences
Differences in Proficiency
Notice the racial/ethnic difference in average number of G.E. courses taken.
Average Number of G.E. Courses
64%
Hispanic and Black Students
We might expect the upper line to represent 48% of Hispanic and Black students and the lower line to represent 48% of White and Asian students. However…
This difference is statistically significant.
42%
White and Asian Students
Also notice the difference from freshman to sophomore year.
The red denotes statistically significant differences.
Freshman
Sophomore
Junior
Senior
Year
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4. Is the “tracking” related to race/ethnicity?
We will look at all 564 students (last year’s seniors), and we will consider their probability of taking G.E. freshman math. We will ask if this probability differs by race/ethnicity.
240 is “Proficient” By State Standards 6%
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5. Is the “tracking” related to race/ethnicity?
We will look at all 564 students (last year’s seniors), and we will consider their probability of taking G.E. freshman math. We will ask if this probability differs by race/ethnicity.
240 is “Proficient” By State Standards
13%
12% 6%
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6. Is the “tracking” related to race/ethnicity?
We will look at all 564 students (last year’s seniors), and we will consider their probability of taking G.E. freshman math. We will ask if this probability differs by race/ethnicity.
240 is “Proficient” By State Standards
Possible explanations:
Tracking Since 7th Grade
Differences in Parental Advocacy
Bias in Placement
MCAS Does Not Fully Capture Proficiency
28%
13%
12% 6%
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7. The Data Wise Model and Our Process
We began this year at the end of step 2 and are in the middle of step 4 on the Data Wise Model.
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8. What questions do you want to ask the data?
Please join us!
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